2. Justification for Proximity
Strategies
• 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.
3. Proximity Strategy
• Stand next to off task students without
using verbal cues, in order for them to
stop unwanted disruptive behaviors.
4. 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.
6. First Week Observations
• Observe two classes through the duration
of one week and write down the
disruptive behaviors the students are
exhibiting.
7. 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.
8. 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)
9. 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.
10. 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.
12. 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.
13. 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).
14. 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.
15. 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
Editor's Notes
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.
