Developing positive relations with students Warber 1

Developing positive relations with students

Jeff Warber

Action Research Paper

EDI 685.04

Grand Valley State University

Developing positive relations with students 2

Table of Contents
Abstract ..............................................................3
Developing positive relations ........................ 4-6
Methodology .................................................. 6-7
Research plan ................................................. 7-8
Action taken ................................................... 8-9
Findings........................................................ 9-10
Tables ......................................................... 11-13
Student Observation forms .................... 14-17
Works Cited ............................................... 18-19
Developing positive relations with students 3

Abstract

This study will examine the best ways to increase student engagement in a 4th grade

classroom. Behavior specific praise designed procedures in which to motivate fourth graders in

math class to avoid off task behavior and engage with lesson content. Throughout the math

lesson the teacher redirected off task student’s behavior or guided low achieving student’s by use

behavior specific praise to challenge the student to modify their behavior. The teacher will

record how students establish good eye contact with the speaker, complete their math classroom

work, interaction with their classmates, and asks engaging math questions. The teacher will

design a chart for the levels of engagement for the math students and how they participated with

math discussions. The teacher would use positive behavior specific praise to highlight steps

when a student completes in the math lesson. The teacher will weekly record how the students

are engaging with various type of math lessons. Student level of engagement would be

determined if behavior specific praise can help them become more engage with the math lesson

than previous instruction. The results of this action research plan show positive correlation on

how the students want to improve their cognitive skills and allows the teacher to apply it to vary

of classroom settings. As a teacher you want to create the best instruction practices that help

every student become engaged learners and willing participants with class discussions. Students

took ownership on how they learned the information in class and were more willing to

participate with classroom discussions after the action research project finished. It would be

interesting if behavior specific praise could impact all classroom subject matter instead just one

subject area. One recommendation for future research is to allow more time to collect more

student driven data as how the students progressed throughout the semester.

Keywords: engaging, instruction, behavior specific praise, students

Developing positive relations with students 4

Developing positive relationships

By working with the 4th grade students, the teacher figured out how they can help the

students to become engaged with the math lesson. This study will examine if students can change

their off-task behavior or class disruptions if the teacher uses a specific behavior praise during

the math class. Student disruptions is a big concern for public school teachers and a lot of

teachers are trying to figure out the best teaching strategies to address this issue (Briere,2013).

Undeveloped classroom management strategies can hinder student success and lower students

learning potential within the classroom. The use of behavior specific praise can lower classroom

disruptions with off task students and create better teaching experiences (Clair,2018). A teacher

must create experiences that will allow the learner to develop and enrich their life. Rarely do

teachers give praise to students that struggle with emotional and behavior disorders, these

students are more likely to receive criticism for their work, even though positive praise what

have benefit the student (Caldarella, 2019). Fourteen students are having trouble paying

attention with math lessons, so teacher created an action research plan to examine meaningful

classroom contributions. The teacher will develop a strategy to observe student behavior inside

and outside the classroom to reflect on how the students are achieving in academic setting.

The teacher clearly communicated to the 4th grade students about upcoming research

starting in the last week of January until last week of February. This teacher instructed how the

data will respect the right of student’s privacy and confidentiality. This action research project

will help to create a better learning atmosphere and continuous process of learning better ways to

teach the students. This action research plan covers five weeks and creates an opportunity for the

students to provide feedback how using behavior specific praise during the lesson could be

beneficial for student success. This action plan research created procedures as how to address
Developing positive relations with students 5

off task or low achieving student become engaged with the math lesson. Will this plan create the

best learning outcomes for behavior specific praise or teacher centered classroom learning

atmosphere for all students? How can using behavior specific praise help to redirect off task

behavior towards discovering the answers in math class? How will the teacher encourage the

students to stay engage with math lessons when usually become disengaged once the lesson

starts?

Summary

This action research project created an educational opportunity involving a 4th classroom

at a public elementary school; it included twenty-six students, fourteen males and twelve girls.

Each student had their data collected by the teacher’s daily observation notes, daily student

observation sheets, the frequency off task behavior observation sheet, different times for various

types of behaviors within the math class period observation sheet, notes on students during math

instruction and math student behavior surveys if time permits. Students learned to communicate

their ideas with their partner and the whole class. If time was available student would complete

anonymous survey about their level of engagement during the math lesson and what concepts do,

they want implemented in the next math lesson. The data shows a positive correlation when

students receive behavior specific positive praise compared just pointing out what the student is

doing wrong in the math class. It is important to foster the best learning atmosphere in which the

learners can grow and develop their critical thinking skills.

This action research plan developed positive teaching strategy approaches to redirect off

task student behavior or disengaged behavior during the math lesson. Figuring the best teaching

approaches to create a positive learning atmosphere for various types of learners requires the

teacher to use specific praise on something they are doing right and avoid using too many
Developing positive relations with students 6

general praises throughout the lesson. Record how many students were willing to ask questions

then compare the results after the teacher implemented a specific praise during the math lesson.

Students were allowed to volunteer with action research as how they felt they were actively

engaged in the class discussions with one on one conferences. The teacher created a baseline by

observe the students the previous week to see how they perform in various classroom setting

throughout the school. Each classroom observation lasted from fifteen minutes to forty minutes

when the 4th grade students were actively engaged with the math lesson. During the weeks of

observations in the 4th grade class the teacher identified various types of student behaviors and

record off task student behavior. This action research approach examines uses authoritarian

teaching approach compared to using behavior specific praise approach to help the students meet

the instructional outcomes. By using this action research project to examine if using a loud voice

versus behavior specific praise will help the students accomplish the lesson objectives in math.

Methodology

This research used various types of observations intermitted with different types of class

period and trying to discover when the off-task behavior would occur. The teacher informed the

students about research and students are free to volunteer their answers as how they can help the

study. This action research project used observation sheets and individual discussions to discover

what motivates them to learn the math concepts. The teacher used behavior specific language

and general praise to compare which one of these strategies will enhance the student focus for

learning. The teacher shared with the class the data collected about the math weekly classroom

engagement handouts and randomly selected a few students to explore their weekly level of math

engagement.
Developing positive relations with students 7

These teaching instruments developed over a course of five weeks to uncover how the

student processed and understood the math concepts. Students background information are four

English language learners, seven striving readers, three special needs students, four thriving

readers, and eight other student types. Time to collect all math data was only forty-five minutes

to gather the information needed before the class moved on to their next subject matter. The

teacher made sure to keep the data secure by accurately recording when the off-task behavior

took place. The teacher was objective and not trying to lead the students as how they should

answer questions about their level of engagement.

In each math class the teacher collected the student’s math engagement data in a journal,

a student friendly handout, and daily observations sheets. The teacher experimented with first

using general praise to whole class and measured how the students were engaged with the class

lesson. Then the teacher used specific praise for something the student was doing right during the

math lesson and recorded how the student responded. The teacher compared how students

performed on various tasks for off task behavior or low achieving students when using a

behavior specific praise to achieve the math lesson.

Research Plan

After thinking about how to help students have better confidence in asking questions so

they would become independent learners. Some student struggle with lesson concepts but

become too afraid to ask for help. Figuring how each learner understands the material and how to

help each learner achieve the lesson objectives. Students should feel inspired for taking a risk to

answer questions and believe the solve the problems.

During this math lesson, the same students would always ask questions. So, this project

created procedures to figure out how to motivate the off task and low achieving students into
Developing positive relations with students 8

participating with math class discussions. The data would look the number questions students

would ask during the math lesson compared to previously taught math lessons. During this math

class the teacher focused on four students that would rarely talk with their table partner or share

ideas with class discussions.

Action Taken

The teacher explored several avenues for learning as ways to help students participate

more during the math class so the class can hear more point viewpoints during the math

discussion. Figuring out the best practice to encourage more students to actively seek out

opportunities to collaborate with others in class. The teacher would use behavior specific praise

when students would start to answer a question in class and encourage them build upon their

answer.

The idea was students would see each day how they are asking questions in class and

how are they understanding the material. The teacher will show number of questions collected

from small groups or whole class discussions about what we are learning about. Each table group

would have the opportunity to share and reflect whether or not an idea they proposed fits the

math principle. This action research plan created opportunities to track how off task and low

achieving students were actively engaged with table discussions or whole group discussions.

The teacher created a chart to record and track the type of questions the students were

asking during the math lesson. The students had opportunities to build upon another student’s

idea and help them better understand the lesson content. Metacognition is a concept lets the

student be in control of their knowledge with help of the teacher to develop deeper connections

with the material (Thomas,2003). Each week the teacher will show the students how they are

asking questions and continue to ask the student questions as what they were learning. Students
Developing positive relations with students 9

use metacognition by how they make conscious decisions for the types of things they want to

learn and discover (Jin, 2018). Effective classroom management uses behavior specific positive

messages as how the student should be acting with the table partner or whole class discussions.

Classroom instruction depends on how well the teacher responds to the student behavior and

what steps they take to increase the students’ academic achievement (Gage, 2017). The teacher

will create Google Slides to demonstrate the questions the students are discovering within their

table groups and encourage new table groups to offer their opinions on the math story problems.

The teacher will use a quick check for understanding by having the students hold up the

number of fingers to signal how actively engaged they are doing the math lesson. Students would

use three finger checklists for how actively they are engaging with their table partner or whole

class discussion. Student with three fingers in the air explained what they learned today in the

math lesson in their own words and offer alternative solutions. Student with two fingers in the air

explained some ideas what they learned today in the math lesson and could not offer any

alternative solutions for various math problems. A student with one finger in the air means they

were not paying attention to the other learner or confused to ask for help. The teacher will walk

around the room and while the students put their heads down to keep the voting honest.

Findings

After completing this research, teacher learned about creating positive relations with your

students that will eliminate most of the classroom behavioral issues. First, when a student had

behavior specific praise as what they are doing right, they are more likely to continue doing the

right behavior. This action research project only focused on a few students in class but worked

with randomly selected learners with the support of the teacher and this will enhance the learning

atmosphere of all students.

Developing positive relations with students 10

Reviewing the data, you can see when students answer questions whether with their table

partner or class discussion, they were actively engaged. After this action research project

concluded more students were willing to answer questions and support with how they discovered

the math problems. It was interesting how using positive reinforcement created a classroom

environment in which more students were willing to share their ideas and work hard to discover

answers to the math problems.

Suggestions for further research

After finishing up this research project a few ideas developed such as creating a better

teaching environment for various type of learners. Key ideas learned from this research is

students responded better with behavior specific praise as how they are achieving something

with the math lesson not just general praise. By using positive feedback the teacher noticed

something the student more students were willing to take a risk to ask questions about the math

lesson and it helped them to reinforce the desired behavior with less time spent on focusing on

off task behavior. More students were willing to ask questions and participate with class

discussions than previous teaching instruction. Students were starting to take ownership on how

they learned the math concepts and would need more time to see if trend continues with other

subject matters.
Developing positive relations with students 11

Tables 1

Student engagment observation data sheet

Review student behavior Week 1 Week 2 Week 3 Week 4
27-Jan 28-Jan 29-Jan 30-Jan 31-Jan 3-Feb 4-Feb 5-Feb 6-Feb 7-Feb 10-Feb 11-Feb 12-Feb 13-Feb 14-Feb 17-Feb 18-Feb 19-Feb 20-Feb 21-Feb 24-Feb 25-Feb 26-Feb 27-Feb 28-Feb
Asked questions 4 0 4 2 2 0 1 3 2 4 2 1 1 1 1 6 7 9 8 9 8 9 9 10 15
drawing 0 3 3 3 3 4 8 2 5 5 5 5 5 5 2 5 0 5 0 1 0 2 1 0 0
actively listening 2 1 1 2 1 3 1 1 1 3 1 1 1 0 1 2 4 4 3 4 4 5 5 5 6
on task 1 1 2 1 3 1 0 2 3 1 2 0 0 0 2 1 2 5 3 3 4 4 3 4 5
yelling 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 0 0 0 2 1 0
talking during the lesson 0 0 0 0 0 0 3 0 6 1 4 5 3 4 4 3 0 0 1 1 4 5 2 1 0
doing another task 9 8 6 7 6 17 3 10 2 2 2 4 6 4 9 1 3 0 4 4 5 0 3 2 0
other 10 12 9 10 10 0 9 7 6 9 9 9 9 11 6 7 10 3 6 4 1 1 1 3 0
Total students 26 26 26 26 26 26 26 26 26 26 26 26 26 26 26 26 26 26 26 26 26 26 26 26 26

Classroom engagement
28-Feb
26-Feb Classroom actively engaged
Week 4

24-Feb 30
20-Feb
25
18-Feb
20
14-Feb
Week 3

12-Feb 15
10-Feb 10
Week 2

6-Feb 5
4-Feb 0
31-Jan
3-Feb

4-Feb

5-Feb

6-Feb

7-Feb

10-Feb

13-Feb

20-Feb

27-Feb
11-Feb

12-Feb

14-Feb

17-Feb

18-Feb

19-Feb

21-Feb

24-Feb

25-Feb

26-Feb

28-Feb
29-Jan
27-Jan

28-Jan

30-Jan

31-Jan
Week 1

29-Jan
27-Jan
Week 1 Week 2 Week 3 Week 4
0 10 20 30 40 50 60
Asked questions drawing actively listening
Asked questions drawing actively listening
on task yelling talking during the lesson
on task yelling talking during the lesson
doing another task other Total students
doing another task other Total students
Developing positive relations with students 12

Table 2

Classroom engagement
28-Feb
27-Feb
26-Feb
25-Feb
Week 4

24-Feb
21-Feb
20-Feb
19-Feb
18-Feb
17-Feb
14-Feb
13-Feb
Week 3

12-Feb
11-Feb
10-Feb
7-Feb
6-Feb
Week 2

5-Feb
4-Feb
3-Feb
31-Jan
30-Jan
Week 1

29-Jan
28-Jan
27-Jan
0 10 20 30 40 50 60

Asked questions drawing actively listening on task yelling talking during the lesson doing another task other Total students
Developing positive relations with students 13

Table 3

Classroom actively engaged

30

25

20

15

10

0
3-Feb

4-Feb

5-Feb

6-Feb

7-Feb

10-Feb

11-Feb

14-Feb

20-Feb

26-Feb
12-Feb

13-Feb

17-Feb

18-Feb

19-Feb

21-Feb

24-Feb

25-Feb

27-Feb

28-Feb
29-Jan

30-Jan
27-Jan

28-Jan

31-Jan

Week 1 Week 2 Week 3 Week 4

Asked questions drawing actively listening on task yelling

talking during the lesson doing another task other Total students
Developing positive relations with students
Student Observation form
Teacher_________________________
Student name______________________________
Disengaged Behaviors
• B=blurt out answers
• M= making inappropriate noises (laughing,
humming shouting and etc.)
• A= avoidance (not doing the assignment, leaving
the room without permission, etc.)
• E= no eye contact with speaker
• AB= Aggressive (fighting, pushing, hitting, etc.)
Date Classroom task Observations (off task)
14
Engaged Behaviors
• F= focused giving the speaker attention
• P= Participating (small groups, whole class
discussions)
• R= raising hand to answer
• AQ= ask questions about the lessons (work to
build their knowledge about the topic)
• C= collaborate with other students
Observations (on task)
Developing positive relations with students 15

Observe student’s behavior handout 1

Engaged Student Disengaged student

Developing positive relations with students 16

Observe student environment handout 2

Classroom behavior (morning, before lunch Specials behavior (Gym, Art, Spanish, and
and after lunch) Music)
Developing positive relations with students 17

Observe student motivation handout 3

Student participation (contribution) Teacher evaluation

Developing positive relations with students 18

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