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Management and Community

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Classroom Management Strategies and the Classroom Community

Alicia M. Sottung

EDU 657 Masters Capstone Project Proposal

Elementary School Practicum and Research Seminar

Dr. Kimberly Rombach

April 30, 2007


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Abstract

The purpose of the study was to determine whether or not the usage of the

Responsive Classroom© model in coordination with character education and cooperative

learning strategies yield a caring classroom community. The study took place at Lake

Road School in the North Central School district in a first grade classroom. Data

collection took place over two months using focused observations, teacher checklists, and

closed-ended surveys to determine the answer to the following: What classroom

management strategies are effective for creating a caring classroom community?


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Table of Contents

Acknowledgements……………………………………………………………………..…4

Introduction…………………………………………………………………………..……5

Literature review………………………………………………………………………..…7

Cooperative Learning……………………………………………………………...7

Classroom Community…………………………….………………………….…12

Linking Character Education & Community…………………………………….12

The Responsive Classroom©…………………………………….………………14

Methodology……………………………………………………………………………..16

Method and Procedure…………………………………………………………...17

Participants and setting…………………………………………………………..20

Researcher Position………………………………………………………………24

Data collection procedure………………………………………………………..25

Constraints……………………………………………………………………….28

Preliminary findings……………………………………………………………………...29

Finding 1…………………………...…………………………………………….29

Finding 2…………………………………………………………………………32

Finding 3…………………………………………………………………………32

Preliminary discussion…………………………………………………………………...33

Finding implications……………………………………………………………..33

Recommendations for teaching practice…………………………………………34

Recommendations for future research………………………………………...…34

References………………………………………………………………………………..35

Appendix…………………………………………………………………………………37

(A) Research phases……………………….……………………………………..38

(B) Reviewed literature chart…………………………………………………….39

(C) Focused Observation T Chart……………………………………………..…43

(D) Teacher check List…………………………………………………………...44

(E) Student survey………………………………………………...……………...45

(F) Lesson plans………………………………………………………………….46

(G) Student work samples………………………………………………………..68


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Acknowledgements

I would like to acknowledge my advisor, instructor, and project supervisor Dr.

Kimberly Rombach, for her patience, encouragement, and guidance throughout the

course of this project. I am most grateful for her time and expertise.

A very special thank you my cooperating teacher for allowing me to complete my

action research project in her classroom. Her knowledge, time, and input have been

invaluable not only to this project, but to me as an individual and professional in this field.

Thank you for constantly reminding me that I have made the right choices in my career,

for introducing me to the Responsive Classroom© and for enabling me to love first grade!

Thank you to all 21 of the first graders in my cooperating classroom involved in

this study. You made me feel a part of your classroom since day one, and I am grateful

of your receptiveness and brutal honesty.

I would like to thank my colleagues in my MST cohort, especially Megan Kuppel

and Samantha Sorrentino, who offered constant support and guidance. I look forward to

the years to come, when we finally have our own classrooms, and still continue to swap

stories and advice! Friends like you are hard to find. To my best friends from home,

thank you for understanding when I had to temporarily give up our long-standing Friday

nights!

Most importantly, I would like to thank my family, who stood behind me when I

made the decision to switch careers from Advertising to Education. To my mother, for

her tolerance, love, and kindness, and to my father who was convinced I would be a

teacher since I myself was in first grade. I know you’re saying “I told you so” – and for

the first time, I’m not too stubborn to admit that you were right! I love you both.


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Introduction

Teachers nationwide have struggled to find classroom management strategies that

foster the creation of caring, classroom communities. Development of children lies

heavily on their elementary school years, and often their successes are determined by this

particular period of their lives. Researchers have begun to examine methods that best

foster academic, social, and emotional growth concurrently (Kaufman, 2006).

The intent of this study was to examine which classroom management strategies

yield caring, classroom communities. More specifically this study focuses on a

classroom that utilizes the Responsive Classroom© model, and then examines

implementation of lessons that foster character education and cooperative learning.

Analyzing student responses, teacher checklists, and student observations both before and

after implementation of the lesson plans provide insight into whether or not a sense of

community is established or strengthened, showing a correlation between character

education, cooperative learning, and the Responsive Classroom©.

Classroom management has long been defined as strategies that educators use to

ensure that lessons and instruction run uninterrupted from disruptive student behaviors

(Webb, 2007). Theories such as Curwin and Mendler’s Discipline with Dignity, Dr.

Thomas Lickona’s Character Education Movement, as well as the Northeast Foundation

for Children’s Responsive Classroom© have been developed in the effort to improve the

effectiveness of classroom management strategies, as well as foster caring, respectful,

and virtuous members of society.

Evolving theories regarding classroom management strategies have fueled a push

for the development of appropriate social curriculum in elementary classrooms.


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Character education and cooperative learning alike give students the opportunities to

have positive interactions throughout the school day, as well as develop improved

behaviors, responsible and respectful community members, and cooperative, engaged

members of society. It has been suggested that social curriculum does not have to replace

academia, but rather can be taught in corroboration with each other. Dr. Lickona states

the following:

Once schools have this basic understanding – that good character is needed for

both interpersonal relationships and person achievement, for social responsibility

and academic responsibility – the false dichotomy between character education

and academics disappears. Virtue is human excellence. To be a school of good

character, a community of virtue, is to be equally committed to two great goals:

intellectual excellence and moral excellence (Lickona, 2004).

The number of schools that have adopted such programs is evidence in itself that

there is a belief and a backing in social curriculum. There is little research however, to

examine in which classroom management strategies that have a strong basis on social

curriculum foster children’s academic and social growth most efficiently (Kaufman,

2006). The question of effectiveness has been explored in this Action Research project.

The first section of the following thesis contains a review of literature on all three

areas of interest to this study: cooperative learning, character education, and the

Responsive Classroom©. The literature review provides exploration, as well and

comparisons between the three models, as well as their anticipated effectiveness.


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Literature Review

Educators nationwide have understood for many years that practices and

management strategies are critical in fostering children both socially and academically

(Kaufman, 2006). Ideas regarding effective classroom management strategies have been

debated and discussed for decades, all with the hopes of creating a safe, caring, learning

classroom community. In recent years, classroom management has seen a shift from

strict guidelines for discipline to the organization and structure of a classroom and

beyond.

Prior studies on classroom management strategies and classroom communities

have been reviewed in the attempt to answer the following question: What classroom

management strategies are effective for creating a caring classroom community?

For the purpose of this study, I have focused on studies of two of the many

classroom management models: Cooperative Learning Classrooms and the Responsive

Classroom© Model. The findings of these studies have been placed into the following

categories: (a) cooperative learning, (b) the creation of a classroom community, (c)

linking cooperative learning and character education, and (d) the Responsive Classroom©

model. The fifteen sources used in this review will be analyzed, discussed, compared,

and contrasted in the following pages.

Cooperative Learning

The foundations of cooperative learning can be dated back to the early 1900’s and

theorists such as Piaget’s Sociocognitive Theory, Vygotsky’s Sociocultural Theory, and

the Behavioral Learning Theory: all suggestive that not only is human interaction

necessary for survival, but children learn best when provided opportunities to interact


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with other children. (McDevitt & Ormorod, 2007) Piaget’s theory of cognitive

development for children was of the first to dissect the ways in which children understand

their world. Piaget described this development in four stages: sensorimotor,

preoperational, concrete operations, and formal operations. In each stage, development is

based on constructing meaning of new experiences based on old ones (McDevitt &

Ormrod, 2007) While the ideas of cooperative learning extend far beyond hands on and

group based activities, one may link parts of cooperative learning with Vygotsky’s

construction of meaning. As children make mistakes, try new things, and explore new

ideas, their previously constructed meaning is reexamined, creating new experiences that

stem from the old (Northeast, 1997).

Vygotsky’s theoretical perspective on children’s cognitive development was

placed upon society and culture, which he entitled the Sociocultural Theory. In this

theory he stated that children’s learning was based on significant interactions with other

individuals, both children and adults alike. Peer interaction is discussed through actual

developmental level and a child’s level of potential development. A student’s actual

developmental level is the tasks he or she can independently perform, while level of

potential development describes tasks a student can perform with assistance. (McDevitt

& Ormrod, 2007) Vygotsky’s theory concludes that because of the nature of cooperative

learning strategies and the assurance peer interaction and assistance, there is an increase

in the amount of tasks students are able to perform. Another implication made by

Vygotsky was that the highest performing individuals are able to talk themselves through

difficult tasks. Cooperative learning strategies give an outlet for students to share their


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strategies out loud, allowing for discussions on the best way to reach the result of a

problem. (Slavin, 2000)

In the beginning of the 20th

Century, philosopher John Dewey described a model

of instruction in which children would learn best by seeking and discovering knowledge

rather than have it taught to them through classic lectures and readings. This would later

be referred to as inquiry based instruction, or the modern beginnings of the Cooperative

Learning movement (Webb, 2007).

Hijzen et. al states that cooperative learning extends much farther than simply a

teaching strategy, but how effectively students might learn from one another as well as

their ability to accomplish given tasks as a functioning group (2006). Furthermore Hijzen

et. al. states that much of its efficiency is based on whether or not the students have a

positive perception of cooperative learning, and their belief in their social skills to

participate in whole groups (2006). Numerous studies have been conducted with findings

that suggest that cooperative learning strategies are successful for a large range of

curriculum content, using an even wider set of skills for students (Gilles & Ashman,

1997). Findings suggest that students tend to take away more than contextual knowledge

from the implementation of cooperative learning strategies, including leadership

capabilities, and the development of ethnic and racial acceptance. As such, students

across all levels, whether at elementary, commencement, collegiate or graduate level can

benefit from such strategies, affirming that students can be part of a cohesive team while

maintaining a personal sense of accountability and accomplishment (Webb, 2007).

Cooperative learning strategies tend to take away a sense of competition, which

can sometimes result in a sense of failure. It has been said that those who enjoy


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competition are those who have a sense that they can succeed at that particular task,

excluding those who might feel less capable. The main goal of cooperative learning is

reduce the risk of failure, and increase the likelihood of success for all (Webb, 2007).

Madrid et. al. explored the ideas of team competition versus team cooperation,

studying bilingual children learning English spelling words in three different settings.

Over the course of three different weeks, their teacher changed the dynamic of the

classroom in three separate ways. The first week the children were asked to compete

against their peers to accumulate points for their own teams, the second week the students

were told they would be accumulating points for all to share, and the third week utilized

standard teacher instruction, where each individual student would accumulate his or her

own points. The results of this study suggested by a large margin that peer tutoring, or

cooperative learning, increased the number of correct responses and desired student

outcomes. Cooperative based learning resulted in a 12.6% higher number of correct

responses than competitive peer tutoring, which was 44% higher than teacher-led

instruction, affirming their initial belief that peer tutoring would benefit the subjects in

their study. (Madrid, 2007).

It has been suggested that cooperative learning strategies not only increase

academic achievement in the classroom, but students have also shown an increase in self-

esteem (Slavin, 1981). There have been several studies that have explored the idea that

cooperative learning may also improve race relations, and give children a greater

acceptance of children outside of their own socioeconomic status. Slavin and Oickle

studied the relationship between cooperative learning strategies, student achievement,

and the relationships between different ethnic and racial backgrounds (1981). Their


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findings were indicative of a strong correlation between cooperative learning strategies

and higher desired student outcomes in minority students, also stating that non-minority

students also gained from the cooperative learning environment (Slavin & Oickle, 1981).

Madrid et. al. suggested a possible link between non-minority students performing

better than non-minority students during cooperative learning strategies in American

elementary classrooms. The culture of the United States is competitive in nature, making

it difficult for multicultural children whose cultures are based on cooperation, not

competition, to successfully integrate into the United States school system (Madrid et. al.,

2007). The foundations of cooperative teaching stem from the idea that it is necessary to

decrease the feelings of risk and competition where somebody must win, and somebody

must lose.

Prior studies’ findings indicate that cooperative learning can be successful with

gifted students as well. Melsner’s findings suggest reading comprehension may improve

when implementing cooperative learning strategies with gifted students when they are

grouped both homogenously and heterogeneously (1999). Grouping gifted students with

one another may decrease their self esteem Melsner explains, because of an increase in

competitive feelings between one another (1999).

The effectiveness of these strategies tends to rest on the dynamic of each group,

for example the level of student elaboration strategies. Veenman et. al. found that

students who have the ability to construct meaning and explanations rather than simply

restate their solution are found to have learned more from their experience (2005).

Gilles & Ashman’s findings suggest that cooperative learning strategies are best

utilized for educators who need to reach a wide range of learners with diverse abilities


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and skills (1997). This enables more students to benefit from not only from one another,

but from the instruction as well.

Classroom Communities

It is necessary to create environments where students feel safe and unthreatened,

where there ideas can be expressed without the fear of being ridiculed and their

contributions to the classroom are taken seriously (Sapon-Shevin, 1999). While the

meaning of community varies from person to person, it is easy for individuals to identify

with feeling as though they were a part of a community, large or small.

Sapon-Shevin states:

The benefits of classroom community – a sense of connectedness, trust,

interresponsibility, and safety to take risks – are important in and of themselves.

But establishing a strong classroom community also lays the groundwork for

powerful academic growth, enabling teachers to work on students’ reading,

writing, and math skills within a classroom environment that supports

acceptance of multilevel teaching, accommodations, and diversity. (Sapon-

Shevin, 1999, p. 33)

The attributes of community as described by Sapon-Shevin can be found in the

foundation of character education movement. You cannot have community, and students

being contributive, responsible and respectful towards one another without character

education.

Character Education and Cooperative Learning

Social curriculum or what is now referred to as character education has seen a

nationwide initiative to be incorporated in our everyday teachings in the United States


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classroom. The movement has altered the teacher’s responsibility to create caring, ethical,

productive individuals, ready for today’s society. This intentional, proactive effort’s six

main values are the following: citizenship, caring, trustworthiness, respect, responsibility,

and fairness. Suzanne Rice analyzed Martin Luther King, Jr.’s speech entitled “Ethic of

Love” stating the following:

Beyond the curricular implications, King’s ethic highlights the need to attend to

the social, economic and political conditions that shape human character and

provide a critical perspective from which to consider contemporary school

practices undertaken in the name of “character development.” (Rice, 2004, p.

363)

King recognized the need for educators to implement social curriculum in schools in

hopes creating an ethical, loving population. When these values are proficiently and

effectively taught to students, we will begin see contributive members of our democratic

society, the main goals of character education.

A study done by the Character Education Partnership entitled What Works in

Character Education: A research-driven guide for educators used data regarding character

education implementation in 33 different schools to determine which aspects worked in

elementary classrooms (2005). Character education has been defined in several ways

according to Berkowitz and Beir, including the following:

Character Education is any deliberate approach by which school personnel, often

in conjunction with parents and community members, help children and youth

become caring, principled, and responsible. (Berkowitz and Beir, 2005, p. 2)


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There appeared to be overwhelming data to conclude that when implemented correctly,

character education can improve social and emotional development of children. These

guidelines for effective strategies include the following: professional development, peer

interaction, direct teaching, skill training, explicit agendas, family and community

involvement, providing mentors and models, integration into academic curriculum and

using a multi-strategy approach (Berkowitz & Bier, 2005).

A need for social curriculum in our changing world is the very basis for The

Northeast Foundation for Children to create a new classroom model that is accessible for

teachers to implement character education: The Responsive Classroom.

The Responsive Classroom©

The Northeast Foundation for Children developed a classroom management

model in response to the increasing need for social curriculum to be taught in American

classrooms. The reinforcement of the Golden Rule, treat others as you wish to be treated,

is one of the many founding principals. (Northeast, 1997) Links to both character

education and cooperative learning, as well as the development of social curricula can be

seen throughout each component of The Responsive Classroom©.

The Responsive Classroom© model is based on six key components to achieve

both academic and social goals throughout the school year. These components share

many of the same core values as noted in many character education programs, including

cooperation, empathy, trustworthiness, and responsibility. The six keys are as followings:

(a) classroom organization, (b) morning meetings, (c) rules and logical consequences, (d)

academic choices for students, (e) guided discovery of learning materials, and (f)

assessment and reporting to parents. (Northeast, 1997)


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Key concept 3, or rules and logical consequences, is the most related to the idea

of classroom management. In the Responsive Classroom© model, teachers are instructed

to use proactive discipline to develop behaviors in line with optimal learning (Northeast,

1997). Rules are created to support to goals and hopes for the year in the classroom, and

are created in conjunction with the children. It is necessary to keep the rules short and

concise so they are easily followed, as well as children are provided the opportunity to

practice and discuss those rule so they can be easily applied when making choices

regarding behavior. Responsive Classroom© also offers suggestions on how to structure

consequences for rule violations, including guidelines for time-out to encourage positive

and realistic punishments. (Northeast, 1997)

Offering students academic choice is also a major component of Responsive

Classroom©, which can be linked to cooperative learning. The Northeast Foundation

states that in order for students to learn new material they must have a vested interested in

what they are learning, which relates back to Vygotsky’s Sociocultural Theory and

construction of meaning. They conclude that when there is interest, students take risks

provided by academic choice. For students to take risks, they must first feel a sense of

community, and that their opinions will be respected. (Northeast, 1997).

A study done by Kaufman explored the reliability and usefulness of the

Responsive Classroom© model. Three schools in the same district implemented the

model while the three others continued without using it. The findings overwhelmingly

implicated that not only did children who were in Responsive Classrooms© improve their

math and reading test scores, but also that teachers felt more positive about teaching, as

well as children felt more positive about school, teachers, and their peers (Kaufman,


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2006). She concluded that when classrooms foster a caring environment, they are

conducive to children with excellent social skills, and tend to be higher-achieving

individuals Kaufman, 2006). Her evidence served as a back-up for Dr. Steven Elliot’s

findings conducted in 990 that suggested that the Responsive Classroom© model yielded

students with strong social skills, and improved scores on the Iowa Test of Basic Skills,

as well as a correlation between the two (Elliot, 1999).

Summary

The creation of an environment where children feel safe, secure, and can grow

and learn both academically, socially, and emotionally is perhaps one of the most crucial

things teachers can give their students (Kaufman, 2006). Classroom management

strategies like the Responsive Classroom© help foster that growth using methods such as

cooperative learning and character education implementation to teach our students how

they can manage their own selves, and ultimately lead virtuous lives that support the

creation of productive, contributive members of society.

Method

There are a large number of studies on classroom management strategies and their

effectiveness on students’ interactions with one another, but little to none when it comes

to combining The Responsive Classroom© model and cooperative learning strategies.

The purpose of this study was to explore the combination, and ways in which general

education teachers can utilize classroom management strategies to positively influence

the nature of their students’ interactions, attitudes and behaviors with one another by

investigating the following question:


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What classroom management strategies are effective in creating a caring

classroom community?

Qualitative research methods were used during this research project for several

reasons. Behaviors and attitudes are generally not quantifiable, and might not be

indicative of what behaviors or attitudes were actually observed. Because the feelings of

community are subjective, it was necessary to determine those feelings using three

separate methods of quantitative research to better understand those feelings.

Method and Procedure

Qualitative research methods were used to gather data over the course of two

months. During that time, field notes were used to make focused observations to collect

data from participants. Focused observations were supplemented by teacher checklists

(see appendix C for a sample of the checklist) to indicate whether or not cooperation

skills were obtained and when. (Johnson, 2005)

Surveys were also used at the beginning and end of the data collection, utilizing

closed-response questions to obtain quantifiable data (see appendix D for a copy of this

survey) (Johnson, 2005).

Focused Observations

I began participant observations as soon as I entered the Ms. Phillip’s classroom.

Johnson described observations as things that could be potentially important, or that catch

your attention (2005). During all phases of this action research plan, I made focused

observations on the students in the classroom or on the playground. Appendix A shows

all five phases of data collection for this study. Watching students in this environment

provided me the opportunity to see the participants in a less structured environment,


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which can be indicative of their social and emotional developmental levels (Johnson,

2005). It was necessary to observe both in the classroom and on the playground to see if

their behaviors changed when their environment changed (Johnson, 2005).

My observations focused primarily on their behaviors and attitudes towards one

another during their free time to understand the types of relationships the students had

with one another. For example, I noticed immediately that there was a divide between

the boys and girls during playtime, and very rarely did I observe them mixing groups

when they were allowed to choose independently. Observations such as these should be

taken into consideration to understand the context in which the students already were

cooperative with one another, and instances where a sense of community was not felt,

and their cooperation could be improved. Observations also included any important or

relevant event that I saw occur during the time I was in the classroom. I recorded these

observations based on what I saw taking place during this time using a T-Chart of

behavior observed and my analysis for that behavior to be reflected upon after I had left

the site (Johnson, 2005).

Choice time lasted generally 15 minutes in each observation, either in the

classroom setting or on the playground located directly outside of the school. I chose to

observe during this period because this is when the participants had the most

uninterrupted interaction with each other. In all instances, I did my best to make the

students feel comfortable in their atmosphere, and to be as least distracting to their

natural environment as possible (Johnson, 2005).

During their choice time, the students seemed generally unaware of my presence

and more concerned with the activity that they were engaged in at that time, as I had very


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little interaction with them while I was observing and recording field notes. On the rare

instances that conversation was initiated by a student, I would inform them that I was

trying to learn from their play (Johnson, 2005).

Teacher Checklists

In addition to participant observations, I utilized teacher checklists in order to

determine whether or not I saw specific behaviors. A copy of a blank checklist that I

used can be found at Appendix C. Checklists are often used during Action Research to

observe attributes like behaviors and skills (Johnson, 2005).

I began using the checklist after my participant observations became more

focused on behaviors I specified as cooperative or non-cooperative. On the typed

checklist I would write the date of the observed behavior and simply whether or not that

behavior was observed in the participants during their center time. Skills were given a

“M” if they had been determined mastered, “I” if they had shown some level of usage,

and “N” for no usage (Johnson, 2005).

The checklists served as a supplement to my participant observation, and occurred

within the same context and often at the same time as I recorded my observations. I

thought it necessary to utilize teacher checklists instead of student checklists because of

the grade level, and the understanding that I was more able to determine cooperative

behavior with little bias (Johnson, 2005). These checklists also served as a guide to the

lesson plans I would later implement, to determine which skills should be worked on in

hopes of the creation of a more caring classroom community (Johnson, 2005).

Closed-Response Surveys


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I chose to use closed-response surveys during this action research project to

obtain quantifiable data regarding the student’s feelings of their classroom community

(Johnson, 2005). I distributed this survey before I implemented any lessons using

cooperative learning skills, and then redistributed the same survey once the lessons had

been completed. A copy of this survey can be located at Appendix D. Johnson states

that using closed-ended questions may pose problems such as a response not being listed,

however I chose to use an attitude scale with pictures and also gave the students the

choice to not respond if they did not want to (2005).

I gave a short 5 question survey to each student each of the two times they were

implemented. All participants took the survey at the same time, and I read aloud the

questions to eliminate any correlation between what the questions asked and reading level

of each child. I asked the students to circle the face that was most alike to how they felt

about the question to indicate their level of agreement (Johnson, 2005), and then

collected them after they were finished. I believe the students felt comfortable with me

as their instructor during this time, as I have been in this particular classroom for several

months, two days a week, implementing lessons in their environment and throughout

their normal school day.

Participants and Setting

It is essential to understand who the participants were and what their settings were

during this Action Research project because of the small sample size used throughout the

duration of my data collection. It also is valuable to understand the composition of the

school district and in particular the school to get a better understanding on the perspective

of community.


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The participants in this study were all twenty one students in Ms. Phillips first

grade class, at Lake Road Elementary in the North Central School district. The district is

located in Upstate New York in a suburban community, on the outskirts of a major city in

the state of New York. The classroom placement was determined by my university, The

State University of New York at Cortland to satisfy my one hundred hour practicum

assignment. This University specializes in the field of education:

SUNY Cortland is home to the largest comprehensive teacher education program

in New York and the 10th largest among public institutions in the U.S. Now in its

134th year, Cortland educates more teachers than any other New York college or

university by integrating a strong foundation of liberal arts and sciences with

theory and application in teaching. (http://www.cortland.edu/education/)

All students were granted permission to be a part of this action research project

from my cooperating teacher as it fit within the normal parameters of classroom

instruction. Written permission from the principal of this particular school was granted

as well. All observations took place within the classroom and/or on the playground

during the five hours a day, two days a week I was placed there. Timing of focused

observations were determined by the time that choice time began, usually after their

lunch period from 11:15am – 11:45pm, and before their specials, which began at 1:40pm.

The North Central School District is comprised of 10,188 students. The district

has a total of seven elementary schools, three middle schools, and one high school. The

chart below illustrates the district based on racial profiles in 2004.


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www.schoolmatters.com

In particular, Lake Road School is a kindergarten through fourth grade Title I school,

comprised demographically of 573 students. The student teacher ratio is 15 to 4, and the

total number of students eligible for free lunch was 102.

Lake Road School looked rather small in appearance, surrounded by residential

area with homes in every direction. The school is setup in a square, with a large

courtyard in the center that is maintained by the Garden Club. There are benches, trees,

and a gazebo to play in. The school also has two playgrounds: one on each side of the

front of the building.

The main office is directly in front of the main entrance door. Each visitor is

asked to sign in, and then directed your specified location. The walls are covered with

student art work, poetry, pictures, and in particular a bulletin board with paper cut-out

hands entitled “High Five Awards.” Awards are granted to students that demonstrate

character education traits that are discussed during their Monday Morning Meetings.


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These meetings begin at 9:00am every Monday, and the whole school is in attendance to

discuss current events, give awards, see presentations, etc.

The remainder of the hallways, and surrounding my classroom were painted with

murals that relate to children’s literature: for example, The Very Hungry Caterpillar and

Goodnight Moon.

The districts mission statement mimics the beliefs of character education: “The

North Central School District community is committed to ensuring that all students

achieve success through relevant and rigorous school-work preparing them for life-long

learning and full participation in our society while empowering them with knowledge,

skills and attitudes valued by society.” There is also an emphasis on character education

in at Lake Road, as noted in the school promise: “Students at Lake Road School know the

right thing, choose the right thing, and do the right thing” and pledge: “Lake Road School

is a place to learn, I promise to always do my best and allow others to learn. Lake Road

School is a place to be safe and happy: I promise to come to school with a positive

attitude and to act in a safe manner. Lake Road School is a place to be a good citizen: I

promise to respect myself, my school, and others.”

My cooperating teacher Ms. Phillips has been teaching first grade for 35 years at

Lake Road School and is one year from retiring from the school district. She is the

supervisor of the student placements at Lake Road, and takes university students in her

classroom as often as she can. She volunteers her time in several activities within the

school, including the Character Education committee and Building project committee.

She also volunteers and the local zoo, spending much of her free time there.


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Her classroom is filled with student art work, books, games, a row of computers,

three rows of desks, a bathroom, an extra sink, and a large carpet that is used for the

majority of instruction and Morning Meeting. While Ms. Phillips closely follows the

Responsive Classroom© model, the classroom itself is cluttered and has no apparent

organization structure – one of the six components of that model. The students are

responsible for their two classroom pets, both of which are guinea pigs. Ms. Phillips

gives a lot of personal responsibility and choices to the students, and the discipline

structure in the classroom is a “stop light” design. All students begin the day at green –

signifying that they do not lose any play time. For each poor behavior choice, which is

determined by her, they move through a series of yellows that indicate they have lost

some of their playtime, and a final red, which refers them directly to the principal. I have

also noticed that the students all know and use rhymes as a reminder to do specific things

or for behaviors in their classroom, for example when lining up for the hallway, they say

“My hands are hanging by my side, I’m standing straight and tall. My eyes are looking

right ahead, I’m ready for the hall.”

The class was comprised of eleven girls and ten boys, twenty of which were

Caucasian. There are three individual education plans, all of which are speech IEP’s.

There are not any behavioral IEP’s in this particular classroom, and there are not any

teacher’s aids or assistances. All students spent their days in general education

classrooms.

Researcher Position

I am a graduate student, currently enrolled in the Masters of Science in Teaching

program at the State University of New York, working on a Capstone Action Research


25

Project. I have been working on this project during my EDU 657: Elementary School

Practicum and Research Seminar course, during my 100 hour practicum. I attend Lake

Road School on Tuesdays and Thursdays from 8:30am until 1:30pm.

SUNY Cortland is located in the rural community of Cortland, New York, where

I also graduated Cum Laude with a bachelor’s degree in Public Relations and Advertising.

I attended both elementary school and high school in a very rural community of Upstate

New York, where I graduated with a class of less than 90. The district that I attended had

only one elementary school that was K-6, and one high school that was grades 7-12.

I have completed several research classes, including Communication Research

and Inquiry into Teaching, Technology and Research, as well as completed the Course in

the Protection of Human Research Subjects to qualify as a student researcher.

Data Collection Procedures

Data was collected over a two month period during the second semester of the

college school year, which began in March. The data collection time frame is important

to take into consideration because the rules and routines of this classroom have already

been in place for seven months. The students have already known each other for that

time period, and their relationships with one another have already been established.

Along with quantitative data, qualitative designs have been used in data collection, so it is

important to understand how I came to measure them as well.

Accuracy and Credibility

Using your findings after an action research project has been completed is the

goal of the design, and in order to use the findings your data must be both accurate and

credible (Johnson, 2005). It was my ultimate goal to ensure that the data I collected was


26

authentic, trustworthy, and the true picture of the reality that I observed. Johnson

indicated seven steps that would help to ensure that data collection remained credible,

including describing all phases of data collection and analysis, which can be found in

Appendix A (Johnson, 2005).

I also tried to ensure that my observations and interpretations were as unbiased as

possible, to see all situations as clearly as possible (Johnson, 2005). I also included

several data sources to be as accurate and credible as possible in finding similar patterns

in behavior and attitudes (Johnson, 2005). When making observations I wrote down

everything I saw and heard as efficiently as possible. During times that I used teacher

checklists, I was careful to observe as many students as possible, and remain objective

when determining whether or not they had mastered the skills prescribed on the checklist.

Validity

Validity has been determined as the way in which your data measures what a

researcher has claimed to measure (Johnson, 2005). To establish validity, I attempted to

collect a variety of samples over a course of as much time as allowed. I implemented a

series of lesson plans in an attempt to discover if teaching community builders with a

combination of usage of the Responsive Classroom model could create a stronger

classroom community. Lesson plans can be found at Appendix E. Data collected was

observations of behaviors that are generally associated with a classroom community.

Surveys were also given to interpret student feelings regarding their friendships and

connections with fellow students both before after lesson plans had been implemented to

allow for a comparison.

Triangulation


27

Another way that a researcher ensures that the data that has been collected is

accurate and credible is by increasing the number of ways one observes a particular

subject (Johnson, 2005). For the case of this action research project, the triangulation

looks as follows:

I have used three ways in which to observe the participants in this study, looking at the

subjects from multiple perspectives in hopes of seeing students’ behaviors and attitudes

towards one another from all sides (Johnson, 2005).

Reliability

Generally reliability refers to the degree in which a study can be repeated and end

up with the same results. However, it is important to understand that in the context of all

action research, and in particular this project, that the goal is not to replicate the study but

rather look for reoccurring themes within our data (Johnson, 2005). The findings of this

Teacher

Checklists

Closed

Ended

Surveys

Formal

Observations

Subject to be

observed


28

study should not be over generalized into a larger population because each aspect of this

study pertains to this particular classroom. This action research project is context

specific in that the lesson plans and observation structure have been set up specifically for

the participants of this study.

Data Analysis Procedure

I began analyzing data shortly after I collected it from the classroom, as described

in the formal observations. During these observations I utilized a T Chart, which

behavior observed on one side, and analysis or thoughts on that behavior on another. I

then analyzed the data once again after I was finished making teacher observations, and

after I collected all of the student surveys when the lessons were finished being

implemented. I looked for reoccurring themes in my data and began moving them into

initial categories (Johnson, 2005). I then used those codes to establish meaning to my

data inductively (Johnson, 2005). The following chapters will discuss the themes that

have emerged from this data, in particular how classroom management strategies may

create caring classroom communities.

Constraints

There are several constraints to take into consideration when reviewing the

remainder of this action research project. The sample size of this project is small, and

may not be indicative of a larger population’s response to the Responsive Classroom and

cooperative learning. Also, my time in the classroom as well as on the scope of the

project was limited. I was only able to observe on Tuesdays and Thursdays, from 8:30am

until 1:30pm, for a two month period. And finally, this research project is the first that I

have conducted of this nature, which has a possibility of confounding the results.


29

Preliminary Findings

The preliminary findings of this study are promising in support of the Responsive

Classroom approach in corroboration with character education and cooperative learning

lesson plans. The themes that emerged were taken from all three methods of collecting

data: focused observations, teacher checklists, and the closed-ended surveys. Each theme

provided insight into the following question: Which classroom management strategies are

effective in creating a caring, classroom community.

The three key findings that emerged were (a) children in this particular classroom

had a generally positive attitude towards school, one another, and their existing classroom

community prior to lesson plan implementation; (b) students were more aware of

courtesy and manners with one another and their teachers after lesson plan

implementation during their choice time; and (c) peer interaction increased.

Finding 1: Children in this classroom have a generally positive attitude towards school,

each other, and their existing classroom community prior to lesson plan implementation.

Before implementing any lesson plans with character education themes or

cooperative learning strategies, I gave the 21 students in Ms. Phillips classroom the

following survey:

• Question 1: I am friends with my class. ☺ � �

• Question 2: I help my friends when they need it: ☺ � �

• Question 3: Our class follows the rules. ☺ � �

• Question 4: I share during class. ☺ � �

• Question 5: I play with my friends without arguing. ☺ � �


30

The students were asked to fill in the face that corresponded with their feelings to each

question. In order quantify the following data for easy interpretation, I have assigned

numerical values to each response. I assigned 10 points for every ☺, 5 points to each �,

and 1 point to each �. 21 students responded, giving each question a possible 210 points.

The corresponding table represents the number of responses to each of the questions

before the character education and cooperative lessons were implemented:

0

50

100

150

200

Question

1

Question

2

Question

3

Question

4

Question

5

Happy

Middle

Sad

Question 1 Question 2 Question 3 Question 4 Question 5

Mean 9.76 8.81 7.71 8.43 8.19

Median 10 10 10 10 10

Mode 10 10 10 10 10

Range 9 9 9 9 9

Standard

Deviation

1.09 2.18 3.18 3.04 3.11

Average

Deviation

from Mean

0.24 1.19 2.29 1.57 1.81

The following statistics implicate that the students in Ms. Phillips classroom have

a positive attitude towards the previously established classroom community, a finding

that also emerged through focused observations. There were several instances that I

witnessed where students in this classroom had already been working together

cooperatively. The following conversation between the students and their teacher


31

represents one students forgetfulness and remembrance of the established classroom rules,

as well as the students ability to answer as a whole group during lessons:

T: Today we’re going to reading “Frosty the Snowman!” Can you tell me which

one of your spelling words we might find in story?

S1: SNOW!

T: That is the right word, but did you follow all of our classroom rules when you

answered?

S1: No.

T: What do you think you’ll do next time?

S1: Raise my hand.

T: Do you have anything you’d like to say?

SI: Sorry.

T: S1 was right the word snow appears a lot in Frosty! Every time I read the word

snow, I would like everyone to spell the word out loud. Can we practice?

Whole class: S-N-O-W

T: On Friday, we will have our sledding party! And in order to do that everyone

needs to remember to bring in four things: a hat (touches head), gloves (touches

hands), a winter coat (touches chest), and snow pants. If you don’t have snow

pants you can also bring a change of pants, so you have dry clothes to change into.

Can you bring your own sled?

Whole class: YES!


32

T: You may bring your own sled but the school has plenty for us to use. And

remember you can’t bring them on the bus. The reason I mention our party on

Friday is because we might be able to build our own Frosty! Will he stay forever?

S2: Not if the temperature is above 32!

T: Can somebody tell me why that is?

S1: Because that’s when things melt like in our science experiment!

This discussion was only one of the many between teacher and students that

indicated to me that there was a positive attitude towards school. The excitement in the

recollection of a previous science experiment, as well as the general feeling of acceptance

of answers was indicative of an established cooperative classroom.

Finding 2: Students were more aware of courtesy and manners with one another and their

teachers after lesson plan implementation during their choice time.

The students in Ms. Phillips classroom have had several previous, lengthy

discussions about good manners and what it means to be courteous or friendly to one

another. Several of the implemented lesson plans included sections regarding respect for

one another, as well as discussing and embracing the differences and similarities between

one another. Through focused observations and teacher checklists, I observed an increase

in courtesy and use of manners with not only their peers but teachers and staff members

as well, especially during their choice time.

Finding 3: Peer interaction has increased after lesson implementation during choice time.


33

Before lesson plan implementation, I observed several instances where students

were either exclusive in their groups of friends, or reluctantly played with people outside

of their usual friend circles. For example, after the Good Deed Dinosaur (see appendix

F), I observed boy and girls commingling with one another to see if they could discover

good deeds before the rest of the class.

Discussion

Finding Implications

In response to the increase in demands for social curriculum in elementary

schools, this action research project was conducted to attempt to answer the following

question: Which classroom management strategies are effective in creating a caring,

classroom community? Data from this study have yielded three emerging themes to

answer this question, indicative of an increase in the feeling of community when the

Responsive Classroom© model was implemented in corroboration with character

education and cooperative learning lesson plans.

Findings from this study may benefit not only the students in our classrooms, but

educators interested in adapting the Responsive Classroom©, as well as incorporating a

social curriculum in their lesson plans. The following are recommendations for teaching

practices, as well as recommendations for future research in the area of classroom

management strategies and classroom community.

Recommendations for Teaching Practice

The idea of incorporating a social curriculum was established to help instill

virtuous values into the lives of students, to enable them to become kind, caring


34

individuals, and eventually productive, responsible members of society. The implications

of this study suggest that teaching social curriculum as part of our daily lesson plans give

students the opportunities to discuss ways in which they can become students of good

character. Based upon observations, preliminary findings revealed that students attitudes

towards one another, to the classroom teacher, to the established rules, and to their

classroom as a community increased after the implementation of character education and

cooperative learning lesson plans when corresponding with the Responsive Classroom©

model. Therefore, recommendations for general education teachers in elementary

classrooms would be to incorporate character education and cooperative learning lesson

plans as often as feasible, because of the benefits to both students and teachers alike.

Recommendations for Future Research

While this study was case-specific and small-scale, there is little research

regarding the effectiveness of Responsive Classroom© in combination with cooperative

learning strategies and character education on a long term scale. This particular study

yielded results that may indicate a success in teaching social curriculum to students in

these ways. Therefore, findings from this study would indicate that future research

should be directed towards the effectiveness of not only Responsive Classroom© but

other classroom management strategies such as Discipline with Dignity in combination

with the same cooperative learning and character education lesson plans, to determine if

there is a significant difference. Another suggestion for future research that this study

lends itself to, would be whether or not academic performance is increased because of a

correlation between the selected classroom management strategies and social curriculums.


35

Resources

Bandiera, M. & Bruno, C. (2006). Active/cooperative learning in schools. Journal of

Biological Education, 40(3), 130-134.

Berkowitz. M., & Bier, C. (2005). What works in character education: A research-driven

guide for educators. St. Louis, MI: Character Education Partnership.

Box, J. & Little, C. (2003). Cooperative small-group instruction combined with

advanced organizers and their relationship to self-concept and social studies

achievement of elementary school students. The Journal of Instructional

Psychology, 30(4), 285-287.

Gillies, R. (2002). The residual effects of cooperative-learning experiences: A two-year

follow-up. The Journal of Educational Research, 96(1), 15-20.

Gillies, R., & Ashman, A. (1997). The effects of training in cooperative learning on

differential student behavior and achievement. Journal of Classroom Interaction,

32. 1-10.

Gungor, A., & Acikgoz, K. (2004). Effects of cooperative learning on using reading

comprehension strategies and attitudes towards reading. (Unpublished dissertation,

Dokuz Eylul University, 2001).

Hijzen, D., Boekaearts, M., & Vedder, P. (2006). The relationship between the quality of

cooperative learning, students’ goal preferences, and perceptions of contextual

factors in the classroom. Scandanavian Journal of Psychology, 47, 9-21.

Johnson, A. (2005). A short guide to action research. Boston, MA: Allyn and Bacon.

Kaufman, S. (2006). Social and academic learning study on the contribution of the

responsive classroom approach. Curry school of education and center for

advanced study of teaching and learning. Northeast Foundation for Children, Inc.

Lickona, T., & Davidson, M. (2004). Integrating excellence and ethics for success in

school, work, and beyond: Promising practices for building 8 strengths of

character that help youth lead productive, ethical, and fulfilling lives. Cortland,

NY: Center for the 4th

and 5th

R’s.

Madrid, L. et. al. (2007). Effects of team competition versus team cooperation in

classwide peer tutoring. The Journal of Educational Research, 100(3), 155-160.

McDevitt, T., & Ormrod, J. (2007). Child development and education. Upper Saddle

River, NJ: Merrill Prentice Hall.

Melser, N. (1999) Gifted students and cooperative learning: A study of grouping


36

strategies. Reoper Review, 21(4).

Nath, L. (1996). A case study of implementing a cooperative learning program in an

inner-city school. The Journal of Experimental Education, 64. 117-136.

Northeast Foundation for Children. (1997). Guidelines for the responsive classroom.

Greenfield, MA: Northeast Foundation for Children.

Rice, Suzanne. (2004). Martin Luther King, Jr.’s “Ethic of Love”: Virtues common and

rare. Philosophy of Education Yearbook. (362-369).

Slavin, R. (2000). Educational psychology: theory and practice. Boston: Allyn and

Bacon.

Slavin, R. & Oickle, E. (1981). Effects of cooperative learning teams on student

achievement and race relations: Treatment by race relations. Sociology of

Education, 54(3), 174-180.

Veenman, S. et. al. (2005). Effects of a cooperative learning program on the elaborations

of students during help seeking and help giving. American Educational Research

Journal, 42(1). 115-151.

Webb, L., , Metha, A., & Jordan, K. (2007). Foundations of American education. Upper

Saddle River, NJ: Merrill Prentice Hall.


37

Appendix

Appendix A: Research Phases

Phases of My Action Research Project

Phase 1

March 12 – March

19

Informally observe students behavior inside the classroom with

regards to classroom community as well as teacher strategies used

to create community

Phase 2

March 19 – March

26

Begin systematic data collection by recording observations,

continue informal observations

Phase 3

March 26 – April 2

Begin data analysis and modify data collection based on previous

outcomes, continue to record data

Phase 4

April 2 – April 9

Complete data analysis and determine intervention plan

Phase 5

April 9 – May 14

Implement plan and observe outcomes through a series of 5-10

selected lessons to create a sense of community, collect data

Phase 6

May 14 – Dec. 31

Write up project findings, did it work?

Management and Community 38

Appendix B: Reviewed Literature Chart

Author(s)

(date)

Topic/Question

Studied

Participants Setting(s) Methods Findings/Results Conclusion/Implications

Bandiera, M.

& Bruno, C.

Active/Cooperative

Learning in

Schools

144 students,

aged 16-19

10 classes in 6

secondary

schools in

Rome

Analysis of the

answers to 5

questions after

GMO activity

The activity was

fully effective in

regards to the

science

experiment as

well as social

maturity

The use of cooperative

learning strategies were

more desirable to

students, as they were

neglecting other school

work to do so. The

researcher suggests

using these strategies

more often to

normalize.

Berkowitz.

M., & Bier,

C. (2005)

What Works in

Character

Education : A

Research Driven

Guide

39 different

character

education

programs

109 research

studies on

Character

Education

outcomes

Evaluation of

programs based

on scientific

rigor of

research design

When

effectively

designed and

implemented,

Character

Education has

effective

strategies

Character Education can

be effective in fostering

development of students

character when

designed and

implemented effectively

Box, J. &

Little, D.

(2003)

Cooperative Small

Group Instruction

Combined with

Advanced

Organizers

3rd

grade

students

5 social

studies classes

in a suburban

elementary

school

Piers-Harris

Self-Concept

scale &

Teacher

Inferred Self-

Concept Scale,

ANOVA

Use of Jigsaw

combined with

Organizer

improved self

concept, all

procedures

increased

performance

The use of cooperative

learning strategies such

as the Jigsaw can be

used to increase self

esteem, but should be

used as a supplement to

instruction, not a

replacement

Gillies, R. The Residual 88 5th

graders 6 schools in Group Children who Giving children the


(2002) Effects of

Cooperative

Learning

Experiences: A

Two-Year Follow

Up

Brisbane,

Australia

observations,

verbal

interaction,

discussions,

MANOVA

had received

training in

cooperative

learning were

more helpful

than those who

were untrained

tools to facilitate

cooperative learning

will enable them to

continue to benefit from

CL throughout their

schooling

Gillies, R., &

Ashman, A.

(1997)

Cooperative

learning on

differential student

behavior and

achievement

196 Grade 6

children

10 classes, 8

schools in

Brisbane,

Queensland

Australia

ANOVAs to

analyze the

differences in

learning

outcomes of

high, medium,

and low

abilities

Children benfit

when working

cooperatively

while

highlighting

interpersonal

skills

Pro-Cooperative

learning – student

benefit

Gungor, A.,

& Acikgoz,

K. (2004)

Effects of

Cooperative

Learning on Using

Reading

Comprehension

Strategies

56 6th

graders 2 classes in a

state

elementary

school

Scale of

Reading

Comprehension

Strategy, Sacle

of Attitudes

towards

Reading

Students in

cooperative

learning settings

use more

reading

strategies

When students are able

to observe each other

employing strategies

they are more likely to

use them as well

Hijzen, D.,

Boekaearts,

M., &

Vedder, P

(2006)

Relationship

between CL, goals,

and perceptions in

the classroom

1,920 first

year students

11 secondary

vocational

schools in the

Netherlands

Self-report

questionnaires

Social support

has relationship

with CL,

students who

value helping

others rate CL

higher

Social skills must be in

tact in order for students

to fully benefit from

cooperative learning

stratgies

Lickona, T.,

& Davidson,

Integrating

Excellence and

24 high

schools

American high

schools

Interviews,

comprehensive

There is a need

for character

Character Education

should be implemented


M. (2004) Ethics for Success

in School, Work,

and Beyond

recognized for

excellence in

Character

Education

research review education in

schools,

performance

increases when

that happens

in all schools, should

yield ethical, successful

students

Madrid, L.,

Canas, M. &

Ortega-

Medina, M.

(2007)

Effects of Team

Competition versus

Team Cooperation

in Classwide Peer

Tutoring

16 Bilingual

students, 6

male and 10

female

Local

elementary

school in a

Southwestern

city

Pre- and Post-

spelling tests

Children benefit

from peer

tutoring

significantly

more than

teacher-led

instruction

Peer tutoring shows a

high correlation with

desired student

outcomes, especially

cooperatively rather

than competitively

McDevitt, T.,

& Ormrod, J.

(2007)

Child

Development and

Education text

n/a n/a n/a n/a n/a

Melsner, N.

(1999)

Gifted Students

and Cooperative

Learning

19 students Six

classrooms of

4th

grade

students,

Midwest

Gates-

MacGinite

Reading test,

Coopersmith

Self-Esteem

Inventory

Both

heterogeneous

and

homogenous

groups

improved

reading

achievement

Cooperative learning is

an important strategy to

use with gifted children

Nath, L.,

Ross, S., &

Smith, L.

(1996)

A Case Study of

Implementing a

Cooperative

Learning Program

in an Inner-City

School

9 teachers One inner city

elementary

school

throughout the

year in

Memphis

Observations,

focus-groups,

individual

interviews,

teacher

questionnaire

Students gained

from

cooperative

strategies, and

teachers became

proficient in

using the STAD

model

STAD is a success,

however training,

planning, and

monitoring is necessary

to ensure success


Northeast

Foundation

for Children

(1997)

Responsive

Classroom text

n/a n/a n/a n/a n/a

Rimm-

Kaufmann, S.

(2006)

Social and

Academic

Learning Study on

the Contribution of

the Responsive

Classroom

Approach

6 school

districts

1 school

district, 3

intervention

schools, 3

comparison

schools

Standardized

test scores,

teacher

questionnaires,

classroom

observations,

student

questionnaires,

teacher &

principal

interviews

Increased math

and reading

scores,

improved

teacher and

student feelings,

high quality

instruction, high

value placed on

collaboration

The Responsive

Classroom approach is

most likely effective –

association with the

approach and

performance in schools,

beneficial for “at risk”

students, and RC

correlates with No

Child Left Behind

legislation

Slavin, R.

(2000)

Educational

Psychology:

Theory and

Practice text

n/a n/a n/a n/a n/a

Slavin. R, &

Oickle, E.

(1981)

Effects of

Cooperative

Learning Teams on

Student

Achievement and

Race Relations:

Treatment by Race

Relation

230 students,

grades 6-8

10 integrated

middle school

English

classes

2x2 design, 4

experimental

classes, 6

control group

classes

Cooperative

learning groups

gained more

academically

than non-team

classes

Cooperative learning

increases student

performance and

achievement, especially

with minority students

Veenman, S.

et. al. (2005).

Cooperative

Learning program

for students during

help seeking and

12 sixth-

grade dyads,

6-grade

dyads, and

7 primary

schools in the

Netherlands

Non-equivalent

pretest-posttest

control group

design, 2

A decrease in

provisions and

receipt of high-

level

Supplemental teacher

training programs can

influence students help-

seeking and help-giving


giving another 6-

grade dyad

instructional

conditions

elaborations at

protest

behaviors during CL

Webb, L.,

Metha, A., &

Jordan, K.

(2007)

Foundations of

American

Education text

n/a n/a n/a n/a n/a


43

Appendix C: Focused Observation

Date of Observation: _______________________

Observed Behavior Analysis Extra Notes


44

Appendix D: Teacher Checklist

Date of Observation: _______________________

Behavior

M: Mastered

I: Some usage

N: No usage

Notes

Use of “thank you”

Use of “please”

“Inside” voices

Taking turns

Follows established rules

Plays with other students

Demonstrates safety


45

Appendix E: Student Survey

I am friends with my class: ☺ � �

I help my friends when they need it: ☺ � �

Our class follows the rules: ☺ � �

I share during class: ☺ � �

I play with my friends without arguing: ☺ � � I am friends with my class: ☺ � �

I help my friends when they need it: ☺ � �

Our class follows the rules: ☺ � �

I share during class: ☺ � �

I play with my friends without arguing: ☺ � �


46

Appendix F: Lesson Plans

Lesson 1: All About Me

Lesson 2: The Friendly Letter

Lesson 3: Hey Little Ant

Lesson 4: Penguin Problems

Lesson 5: Good Deed Dinosaur

Lesson 6: Birdfeeders

Lesson 7: Teamwork, Everyone!

Lesson 8: Snowballs

Lesson 9: The Real Winner


47

Lesson 1: All About Me

Date of Lesson: 4/10/07 Time: 10:00am Length of Lesson: 45 – 60 mins.

Curriculum Area: English Language Arts Content Area: Reading & Writing

Title of Lesson: All About Me/ Respect and Diversity

Grade Level: 1st Grade

Differentiation of activity is to be provided throughout the lesson plan to ensure that

children’s individual learning needs are met.

1. Learning Objectives:

Students will be able to:

a. Discuss differences between one another

b. Use appropriate sources for help with unknown words

c. Use knowledge of sentence structure and punctuation

2. Assessment:

a. Learning outcome of previous outcome related to topic:

I will ask the students if they remember writing friendly letters to our

soldiers. I will then connect their prior knowledge of All About Me’s that

we received from our soldiers, and explain that we will be sending them

our own All About Me’s. We will also be creating a class book to add to

our Bag of Books.

b. Focus of assessment in this lesson

The focus of the lesson will be the students use of sentence structure, their

ability to differentiate between each question, and their use of appropriate

sources to find unknown words, such as their spelling dictionaries, etc.

c. Method of assessment used in this lesson

I will assess the lesson based on the completion of their All About Me

worksheet.

d. Differentiation

Differentiation in this classroom setting, for this lesson is unnecessary.

3. New York Learning Standards

a. Standard 4 – Language for Social Interaction

Listening and Speaking: 1. Oral communication in formal and informal

settings requires the ability to talk with people of different ages, genders,

and cultures, to adapt presentations to different audiences, and to reflect

on how talk varies in different situations


48

Reading and Writing: 2. Written communication for social interaction

requires using written messages to establish, maintain, and enhance

personal relationships with others.

4. Materials

Easel All About Me Worksheet Crayons, Markers

Markers Spelling dictionaries

5. Lesson Process

a. Introduction:

We will discuss the friendly letters that we have previously written to the

soldiers in Afghanistan, as well as the letters we received back. We have

previously decided to tell the soldiers more about our classroom. I will

also have a discussion about how each of us are different – we like

different things, all look different, and are good a different things. This

makes each of us special. I will also refer to the story “Pete’s Chicken” –

where Pete drew a chicken because he was good at it, even though his

class laughed at him.

b. Learning procedures relating to objective:

1. We will re-read the letters that we have received from the soldiers to

remind them of the things that they have told us.

2. I pass out the page, and will call on students to help us read what each

of the questions are asking on the All About Me page.

3. I will remind the students of places where the can find words if they

are unsure of how to spell them, for example, their personal spelling

dictionaries, our word wall, etc.

4. I will also remind them that we should be writing our first and last

names, using the full date of our birthday, and that we should be

writing in pencil incase we make mistakes.

5. I will also remind them that the rule in our classroom is that they must

try to find the word first, try to write it themselves, and then they may

ask the teacher for help.

6. I will inform them that once they are done it is their job to have

another student check their work for errors. Once they have one

student check it, it should be brought to a teacher to check.

7. Once they have their page completed they can color their person on the

back of the worksheet. Because we are sending these to our friends, I

will remind them that they should be colorful, and to use their

imagination.

c. Conclusion:

Once all the students are done, I will make copies and create a class book

for everyone to take and add to their bag of books. I will inform that that

during tomorrow’s morning meeting, everybody will have the chance to

tell four different things that are special about them to the entire class.


49

d. If Time/Extension:

For homework this week, assign them to read with their families 4 other

student’s All About Me pages. We will discuss this at the Monday

Morning meeting.


50

All About Me! My name is ____________________________.

My birthday is ________________________.

My eyes are the color ________.

My hair is the color ________.

These are the people in my family:

_______________________________________________.

When I grow up I want to be

_______________________________________________.

My favorite animal is ____________________.

My favorite color is ______________________.

My favorite show is ______________________.

My favorite food is _______________________.

My favorite subject is ____________________.

These are the things I like to do:

_______________________________________________ *Please see Appendix G for student work samples


51

Lesson 2: The Friendly Letter


Curriculum Area: English Language Arts Content Area: Writing

Title of Lesson: The Friendly Letter/ Respect and Diversity






a. Identify the parts of a friendly letter

b. Use appropriate format in writing a friendly letter

c. Use knowledge of sentence structure and punctuation

2. Assessment:


I will ask the students if they know the purpose and use of a friendly letter.

I will then connect their prior knowledge of letters to the friendly letter we

will write as a whole group.


The focus of the lesson will be the students understanding of the four parts

of a letter, and their understanding of the purpose of a friendly letter.


I will assess the lesson based on the letters they write on their own, and

that the four parts of the letter were placed in the correct places.

d. Differentiation

Differentiation in this classroom setting, for this lesson is unnecessary.






on how talk varies in different situations

Reading and Writing: 2. Written communication for social interaction

requires using written messages to establish, maintain, and enhance

personal relationships with others.


52

4. Materials

Easel Large Paper Camera Index Cards

Markers Afghanistan Map Blank letter worksheet

5. Lesson Process

a. Introduction:

We will discuss as a class the purposes of writing friendly letters with

questions like the following:

Have you ever written a letter to someone? Who? Why?

What are the different reasons we write letters?

Who are different people you could write to?

I will then tell the class that we have a solider pen-pal to write to in

Afghanistan named Bryan, who will send us letters back.


1. We will re-read the morning message together as a class, and discuss

the four parts of a friendly letter: date, heading, body, and closing.

2. I will call on four students to label the parts of the letter with the index

cards I have already prepared (date, heading, body, closing).

3. I will pass out a map of Afghanistan to each student to show them

where our solider is located and tell them more about Bryan.

4. As a class, I will ask the students to brainstorm ideas of what we could

tell Bryan about our classroom or questions that we could ask him in

our friendly letter to him. We will discuss different ideas for greetings

and closings.

5. We will create a large letter on easel paper to send him as a whole

group. I will have the students help me spell known words, as well as

assist in using strategies such as chunking for unknown words.

6. Discuss that good readers always review their work and re-read the

finalized letter to Bryan.

7. Take a group picture of the class to send to our soldier before sending

them back to their seats.

c. Conclusion:

Each student will have the opportunity to write Bryan a few sentences of

their own on a blank letter sheet, as well as draw him a picture. I will

explain to them that the mail takes a while to travel across the world to get

to him, but we should get letters back from him soon.

*Please see Appendix G for student work samples


53

Students working on letters to our soldiers.

Our group letter to the soldiers in Afghanistan.


54


55


56

Lesson 3: Hey Little Ant


Curriculum Area: English Language Arts Title of Lesson: Hey Little Ant






a. Predict and reflect on the outcome of a story

b. Discuss ways of displaying the Character Education trait of Respect

c. Discuss differences amongst one another, and seeing things from another’s

point of view

2. Assessment:


I will ask the students if they can tell me about what respect means, as

well as point of view. I will then connect their prior knowledge of respect

to their High Five awards and character education they may have already

had, as well as remind them that of stories we read and their different

points of views.


The focus of the lesson will be the student’s discussion after we have read

Hey Little Ant about respect, point of view, and differences.


I will informally assess the lesson based on our discussion as well as their

final ants (fine motor skills such as cutting and coloring).

d. Differentiation

Differentiation in this classroom setting for this lesson is unnecessary.






on how talk varies in different situations.

4. Materials

Hey Little Ant by Phillip & Hannah Hoose Ant pattern


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Ant Hill Cutout Markers/Crayons

5. Lesson Process

a. Introduction:

Begin this lesson by introducing the book of “Hey Little Ant” by Phillip

and Hannah Hoose. Give them background information about the book,

telling them that we will be reading about a little boy and an ant, and that

we will see things from an ants point of view. Ask them to make

predictions regarding the story in relation to the cover picture. Finally,

inform them in advance that we will each be creating our own ants to

display in the hallway.


1. After the students have made predictions regarding the story, read

aloud the story, showing the students the pictures and allowing them to

make predictions/have discussions along the way.

2. After the story is read begin a discussion with the following questions:

a. Many children think it’s alright to step on ants and squash their

homes. What if a giant kicked over your home?

b. What does respect mean to you? Would it be respectful to ruin

somebody’s house/belongings?

c. Although we are small, we are still important. Have you ever

felt like you weren’t?

d. What is the boy’s point of view? What is the ant’s point of

view? Should the boy squish the ant?

e. People and animals come in different sizes, so everybody is

unique and different in their own ways. How are we different

from one another?

c. Conclusion:

Tell the students that as a group we will make a poster to show our

differences. Pass out the ant pattern, and instruct the students to

color/use markers/any materials that they have to color their ant

any way they wish. Discuss that because all of us are different, our

ants will be different as well. Allow the students to help tape their

ants onto the pre-made ant hill.

Bibliographical References:

• Hoose, Phillip and Hannah. Hey, Little Ant. California: Tricycle Press, 1998.

• Nickle, John. The Ant Bully. Scholastic, 1999. ASIN: 0590395912

Adapted from: http://www.learningtogive.org/lessons/unit191/lesson1.html


58

A photograph of our Ant Hill from the lesson Hey Little Ant


59

Lesson 4: Penguin Problems

Date of Lesson: 4/19/07 Time: 10:00am Length of Lesson: 15 - 20 mins.

Curriculum Area: Character Education Title of Lesson: Penguin Problems






a. Tell the difference between telling and tattling

b. Discuss ways to make our classroom friendlier

c. Write “Penguin Problems” when they feel necessary

2. Assessment:

Lesson will be assessed based on the usage of Penguin Problems as well as the

adaptation to resolutions as discussed as a class, on a case-by-case basis

3. Materials

Penguin Problem sheets

Basket

Easel and markers

4. Lesson Process:

a. Introduction:

I will begin the lesson by telling the students that we will be discussing the

differences between telling and tattling, as well as telling them that we are

going to try to solve our problems by talking about them as a whole group

to make our classroom better.

b. Learning procedures related to objective:

1. Write the words telling and tattling next to each other on the easel.

Ask the students to help you fill in the chart by determining what

the difference is between telling and tattling. (Ex. Telling the

teacher when somebody is hurt vs. tattling when somebody budges

in line)

2. Remind the students of one of our classroom sayings, “You are

responsible for you.” Ask students to come up with ideas about

what that means.

3. Introduce the “Problem Penguins.” (Penguins is our class mascot).

Tell the students that when there is a problem in class, they can

write it on a piece of paper, put it in the problem penguin box, and

we will talk about it during morning meeting. Discuss with them


60

that problems are solved better when a whole group comes up with

a solution.

4. Use the example “Too Much Tattling” as discussed earlier in the

day. What did we do to solve our class problem (tell the difference

between tattling and telling). Do you think it will work in our

classroom? Do we all know the difference now? How can you

solve a problem on your own without tattling?

c. Conclusion:

Remind the students of where they can find the “Problem Penguins.” Ask

the students to volunteer a problem they might notice to do a mock

discussion on solving that problem (for example, lining up for busses,

talking when somebody else is talking).

The Penguin Problem I notice is: ______________________________

_____________________________________________________________

_____________________________________________________________

____________________________________________________________.

Adapted from “Problem Pail” in Because We Can Change the World, Mara Sapon-

Shevin (1999).


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Lesson 5: Good Deed Dinosaur


Curriculum Area: Character Education Title of Lesson: Good Deed Dinosaur






a. Discuss the story of Clifford’s Good Deeds

b. Discuss what a good deed might be, and when they do good deeds

c. Use the good deed dinosaur when it is there turn, and determine what actions

are deemed good deeds

3. Assessment:

Lesson will be assessed based on the appropriate usage of the Good Deed

Dinosaur in the classroom, each day.

3. Materials

Good Deed Dinosaur and blank Good Deed Sheets

Clifford’s Good Deeds by Norman Bridwell

Easel and markers

4. Lesson Process:

a. Introduction:

I will begin the lesson by telling the students that we will be reading the

story Clifford’s Good Deeds as well as discuss good deeds, and start a new

game in our classroom called the Good Deed Dinosaur.


1. Introduce the story by asking the following questions: What are

some ideas about what Clifford might do in the story? What is a

good deed?

2. Read the story Clifford’s Good Deeds aloud to the students.

3. Discuss the story with the students. What were some good deeds

that Clifford did? (Make a list on the easel for visualization) What

are some good deeds that first graders could do? Around the

school? In our classroom? At home? For the environment?

4. Introduce the Good Deed Dinosaur. Explain that each day,

somebody new will receive the dinosaur in their cubby along with

a piece of paper to explain their good deed. The person that has

the Good Deed Dinosaur is responsible for noticing somebody else


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in the classroom doing a good deed. They must pass the dinosaur

along and must write the good deed on the paper.

5. Use an example like the following: Your teacher did a good deed

by making a bird feeder for the birds outside. I have given her the

good deed dinosaur, it is in on her desk. By the end of the day she

must notice a student doing a good deed and passing it to them.

We will talk about that good deed at our Morning Meeting.

c. Conclusion:

Remind the students of what a good deed might be, as well as where the

supplies for this activity will be kept. Tell them that it is important to not

only notice the “bad” things that our friends do, but the good as well.

Keep on the lookout for good deeds!

Good Deed Dinosaur Today I saw you ___________________

______________________________

______________________________

______________________________. Thanks for the Good Deed!

Adapted from “Frog in the Box” in Because We Can Change the World, Mara Sapon-

Shevin (1999).


63

Lesson 6: Birdfeeders


Curriculum Area: Science/Earth Day Title of Lesson: Birdfeeders






a. Discuss ways in which they can help the environment

b. Make birdfeeders and hang them outside for the birds

2. Assessment:

Lesson will be assessed based on the discussion about the environment (based on

a previous discussion on Earth Day) as well as their cooperation during the bird

feeder making activity.

3. Materials

Pinecones

Bird Seed

Peanut Butter

Yarn or pipe cleaners

Newspaper

Plastic spoons

4. Lesson Process:

a. Introduction:

I will begin the lesson by telling the students that we will be making bird

feeders as part of our Earth Day project, as well as to continue to be

responsible first graders, and helping our earth by feeding the birds.


1. Start by reminding them of the Earth Day activities that we have

been doing, including our Earth Day show and our Earth Day rap.

Being a discussion on ways that we can save the earth or help the

earth, as well as who is responsible (No creature too big, no

creature too small, the care of the Earth, is a job for us all).

2. Discuss why it might be important to feed the birds. After the

discussion, have the students come up in small groups to pick out

their pinecones.

3. Have the students tie yarn or pipe cleaner around the pine cone so

they can hang in on a tree branch. Lay newspaper down on a table,


64

and have each student cover their pine cone in peanut butter using

their hands or a plastic spoon.

4. Once the pinecone is covered, have the students roll their pinecone

in birdseed so they stick. Lay the pinecones with their names

above them on newspaper until the rest of the class is finished

making their birdfeeders.

c. Conclusion:

Once everyone is finished, walk with the students outside to a tree and

assist them in hanging them on braches. Remind them that we will check

on our birdfeeders and once the birdseed is gone we have to pick up our

yarn or pipe cleaner because we shouldn’t litter our Earth.

A photograph of some of the students’ bird feeders.

The students bird feeders hanging on the tree outside of our classroom.


65

Lesson 7: Teamwork, Everyone!


Curriculum Area: Cooperative Learning Title of Lesson: Teamwork, Everyone!






a. Discuss the importance of teamwork

b. Use puzzle strategies to put Teamwork poem together

2. Assessment:

Lesson will be assessed based on the puzzle strategies used, as well as the

discussion regarding the importance of teamwork.

3. Materials

Teamwork poem for each student

Teamwork puzzle

Blank paper, crayons, markers, etc.

Tape

4. Lesson Process

a. Introduction:

Write the word TEAMWORK on the board. Begin a discussion and chart to

determine prior knowledge of the word, as well as suggest other important words

that have been overlooked.


1. Start with “Teamwork” poem (adapted from Vitamin L’s song “Teamwork”)

Teamwork, teamwork,

Together we can make our dream work.

Then we'll share the joy of what we've done,

Teamwork, everyone!

If it's true that two heads are better than one,

Maybe then a few heads can really get the job done.

Sometimes it can be a big plus,

When a you or a me becomes an us!

Teamwork, teamwork,

Together we can make our dream work.

Then we'll share the joy of what we've done,

Teamwork, everyone!

2. Pass out the pre-cut out poem (that is color coordinated) to the students.

Tell the students they will be working as a team to put the poem together.


66

3. Once the poem is placed together, allow the students to read the poem

together out loud.

4. Ask the students to share comments about working as a team to put the

poem together. Would it have taken longer to put the puzzle together if

you had done it by yourself? What does it mean when people say two

heads are better than one? When is it good to work in a team? Alone?

5. Have the students return to their desk and trace their hands on paper, and

then cut them out. Ask them to write their names in the middle of their

hand and then color their hands any way they wish.

c. Conclusion:

Tape the poem together while the students are doing this, and tape the hands

along the outside as a border. Hang in the classroom to remind the students as

needed what “teamwork” means.

Adapted from http://www.lessonplanspage.com/LAPEPoetryTeamwork26.htm.


67

Lesson 8: Snowballs


Curriculum Area: Cooperative Learning Title of Lesson: Snowballs






a. Write important facts about themselves

b. Read and work cooperatively to find their partners

c. Share important facts with the rest of the class about their partner

2. Assessment:

Lesson will be assessed based on their ability to write facts about themselves,

cooperatively work together to find each others partners, and read facts about

their partners.

3. Materials

Blank pieces of paper

Writing utensil for each student

Dry-Erase Board

4. Lesson Process:

a. Introduction:

I will begin the lesson by telling the students that we will be doing an

activity today called Snowball, and that we will get to know some things

about each other in our classroom. Some things we might have in

common with each other, and something’s will be different, but that’s

what makes our classroom special.


1. Hand each student a piece of paper, and instruct them to get

something to write with.

2. Use the dry-erase board as an example. In the upper left hand

corner have the students write a color that they like. In the upper

right hand corner have them write a food that they like. In the

lower left hand corner have them write their birthday, and in the

lower right hand corner have them write their favorite animal.

Assist with spelling and corners as needed.

3. Have the students crumple their paper into a ball, stand up, and

silently toss their snowballs to their classmates. After a minute or

two has passed, everybody must get one snowball in their hand.


68

4. Instruct the students to open their found snowball and move around

the room trying to find who’s snowball they now have. Once they

have found their partner they must stand next to that person, and

help them find who has theirs. One or several circles may form.

c. Conclusion:

Once everybody has their partner, have each student introduce read one

fact about their partner to their right. End the activity with a discussion on

the similarities and differences between each others answers.

Borrowed from “Snowballs” in Because We Can Change the World, Mara Sapon-Shevin

(1999).


69

Lesson 9: The Real Winner


Curriculum Area: Character Education Title of Lesson: The Real Winner






a. Discuss the ideas of winning and losing/sportsmanship

b. Discuss games where everybody wins

c. Play cooperative game as culminating activity

2. Assessment:

Lesson will be assessed based on the discussion of the story, as well as their ideas

about teamwork, sportsmanship, and winning versus losing.

3. Materials

The Real Winner by Charise Neugebauer

4. Lesson Process:

a. Introduction:

I will begin the lesson by telling the students that we will be reading a

story entitled The Real Winner. I will ask the students what they think the

story might be about, as well as if they believe it will be a real story, or a

fantasy.


1. I will begin by reading the story The Real Winner, stopping in

places appropriate for conversation. For example, on the first page

Why doesn’t Rocky want to play with Humphrey? (Because when

he doesn’t win, he wins and complains)

2. When the story is done, begin another discussion about why

Humphrey may have changed his mind about winning and losing.

Will Humphrey have more friends if he acts this way? Will

everybody get along better?

3. Invite the students to share their feelings about winning and losing.

Have you ever won something and gloated about it? Have you

ever lost and felt bad about it? What are things we do that don’t

have a winner or a loser? Sometimes do we need winners and

losers? What does sportsmanship mean?

c. Conclusion:


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Introduce a game to the students where they must work together for the

team to win. Have the students sit in a circle. Send one student outside,

and select another to begin a movement, which the rest of the class must

follow. The goal is to switch the movement without the seeker noticing

who started it. The student that went outside must figure out who began

the movement. The new seeker is the individual who started the

movement, and a new leader is selected.

Appendix G: Student Work Samples

Please see attached

classroom management strategies and the classroom ...studentweb.cortland.edu › sottung25 ›...

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