Evidence/reasoning that this strategy will address the problem you laid out Evidence/reasoning that the strategy is appropriate for the population
Explanation of this chart is later on in the slide presentation.
Information from our journals: Over time students’ began to understand the need for them to be quiet when a teacher began to move towards them.
Leonardtown High SchoolChristopher Adams, Carla Bacon, Pat Carr, Jessica Garner, Stephanie Gonzalez, Greg Robison, Katharine Sheehan
Justification for ProximityStrategies• Classroom Management o St. Mary’s County Public Schools Master Plan Goal 4: All students will be educated in learning environment that are safe, drug free, and conducive to learning. o Keep track of how often students are performing in a disruptive behavior using a tally mark for every five minutes. o Students disruptive behavior ranges from side conversations to sleeping during class time.
Proximity Strategy• Stand next to off task students without using verbal cues, in order for them to stop unwanted disruptive behaviors.
Research Question• We are studying how using proximity strategies aids in improving classroom management. We want to discover if non-verbal cues reduce off task behavior through multiple grade levels and content areas in order to aid students to stay on task in class, engaged, and be active learned throughout the class period.
First Week Observations• Observe two classes through the duration of one week and write down the disruptive behaviors the students are exhibiting.
Observation Guidelines• Create a data collection chart in the form of a seating chart.• Every five minutes check the students’ behaviors and mark in the correct box on the students chart the acronym of the off task behavior.• Every five minutes place a tally next to the acronym if the behavior persists.
Observation Guidelines• Off task behavior being observed: o SL (sleeping) o SC ( side conversations) o GI (spacing out, day dreaming, General Inattentiveness) o TX (using cellular devices) o PN (passing/exchanging notes) o TS (students who are talking, singing dancing)
Week 2 Strategy Implementation• Implement Proximity Strategy• Collection of data: o A fellow intern or mentor will fill in a behavioral chart on Monday to see how students first react to proximity strategy. o Tally with a star the area where the intern stood during the non-verbal proximity strategy.
Week 2 Intervention cont’• At the end of each class interns will write in a reflective journal about how he/she felt about the how the proximity strategy went.• Friday, a intern or mentor will observe the class once again and fill in a behavioral chart and see if proximity strategy effective. o Tally with a star an area where the intern stood during the non-verbal intervention.
Quantitative FindingsData analysis shows sleeping and generalinattentiveness decreased with statistical significance.
Qualitative Findings• Hard to complete the strategy due to classroom environment.• Spirit week and class time period affected class behavior.• Less disruptive manner to stop students’ disruptive behaviors.
Answers to research questions It was found that proximity behavior management was effective to curtail sleeping and general inattentiveness in the classroom. This technique was utilized across multiple grade levels (9-12) and across multiple disciplines (Social Studies, English, and Math).
Next steps?• Proximity strategy should be used in every classroom as a first resort to address off-task behavior.• Would you recommend future action research directions? o A longer study of this strategy might reveal more positive results that the strategy worked.
Back to the big picture• Proximity strategies work as an initial intervention• Other strategies should supplement proximity strategies• Strategies should be used in response to student attitudes and personalities