Literature as Data Summaries

Initial Wondering:

In what was can I help K make social and academic progress in the classroom?

Does your wondering pass the litmus test? Complete the checklist below to confirm.

� Is it specific?
� Is it focused on student learning?
� Is it a real question (question whose answer is not known)?
� Is it a question about which you are passionate?
� Is it a “how can I” wondering? (What impact might it have on your students?)
� Is it free of judgmental language?
� Is it focused on your own practice?
� Is it a dichotomous (yes/no) question?
� Is it clear and concise?
� Is it doable?
APA Citation:
Sprick, R., & Howard, L. M. (1995). The Teacher's Encyclopedia of Behavior Management: 100 Problems/500 Plans. Pacific
Northwest Publishing.
Notes about Key Quotes & Ideas
1. Being consistent is important for K because it does not make
sense to students when there are different reactions for the
same thing. For example, the book recommends ignoring
behaviors that can be ignored, so anything that does not directly
affect another student like touching another student should be
ignored. Instead, increasing attention towards the student when
they are doing things you want will help them know they will get
the attention they want, but only when they are doing something
right.
2. Monitoring misbehavior and helping the student to see when
they are disrupting others can be another strategy to use on top
of being consistent. The teacher should keep a record of
misbehaviors with specific information which can help with
kidding to help later on. The students should also have a way to
monitor their behavior such as a silent cue to mark something
down on a paper. This method is particularly useful for students
who do not know that they are disruptive, which is how K seems
to be sometimes.
3. Including parents on the plan for helping with disruptive
behavior can be very helpful because they can provide more
information as to why their student disrupts the class. They can
also help implement rewards and consequences for the student
when they do something desired or undesired.
Actions or Impact on Actions in the Classrooms
(Think of 3 or more ideas)
 This book can be used for most behavior issues and
other problems a teacher might encounter in the
classroom. The “problems” are arranged in alphabetical
order, so it is easy to pull out and look up the issue and
how to help those students. The book gives many
different plans and ideas for helping students with
different disorders in addition to all different types of
misbehaviors.
 Since this book was written in 1995, it is a bit outdated,
however there is still useful information. I would
consider K’s main problem to be major disruptive
behaviors, but the book recommends sending the
student out of class which is something I know should
not be done. The major disruptive behavior chapter
mentions that if you think that it is a major disruptive
behavior, but your school does not, then you should treat
those behaviors as a moderate disruptive behavior, so I
classified K's behavior as moderate for the purpose of
learning how to help K behave in a desired way without
excluding her.
 The plan I chose to help K is the plan for students who
are being disruptive for attention since that is what I feel
best fits her, but I also feel that she could benefit from
the plan for behaviors that have become habitual. If
parts of these plans are combined and followed, I feel
like K would start to behave in a way that does not
 disrupt the class and she might be able to socialize
better when the other students do not view her as a “bad
student.”
How does this article relate to equity in the classroom?
This book is designed to help all students succeed by helping them improve their behavior or providing an environment that is most
equitable for them. While parts of this book are outdated because of new research, a lot of it is still useful and helpful today.
Providing an environment where every student can learn is a way to promote equity in the classroom. For example, many
teachers might have issues with knowing how to teach an anxious student, or a student that is homeless, or for a student who has
Tourette’s syndrome. I found this book particularly helpful for knowing how to work with disruptive behaviors and to help a student
have more desirable behaviors.

APA Citation:
Causton, J., MacLeod, K., & Pretti-Frontczak, K. (2021). Ready...Set...Success: A Formula for Leading Schools with Love.

Educational Leadership, 79(2), 20–25.

Notes about Key Quotes & Ideas Actions or Impact on Actions in the Classrooms
(Think of 3 or more ideas)

1. “There are no shortcuts to forming and fostering relationships
that allow humans to trust one another.”
This quote from the article spoke to me because I feel like it Is
about something that I have been thinking about lately. I work in
an after-school care program, and I also worked in a summer
camp and so a lot of the people working with kids are not trained
to be teachers. A lot of people, even teachers, seem to forget
that children are people too and that forming connections
between people is one of the most powerful ways to achieve
goals and get what you want out of life. This also applies to
classrooms in this article helped me to find a more concrete way
of putting my beliefs about compassion and teaching into a
tangible plan.
 When students are treated like people and with
compassion, they will act more genuinely around you
and they are more willing to come to you about
problems. For K, I have noticed that she is more willing
to come to me about problems and ask for help when I
am around since I provide her with individual attention,
and I am nice to her.
 I feel like some of K’s misbehaviors could be classified
as normal reactions to stress and bad ways of
communicating. In addition, she most likely has other
conditions that are in the process of being treated and
medicated which also have an impact on this, but in the
2. “Bad” behavior can be classified as a normal reaction to meantime other explanations and ways to help her can
stress, a bad way of communicating, or a reaction to fight, flight, be used.
freeze, or faint. I feel like many people take undesirable  When more compassionate strategies are used, and less
behaviors personally when in reality those behaviors fall under compassionate strategies are not used there are many
one of those three categories. Teachers should be a safe space positive effects for the whole classroom. There will
for students to help them deal with big emotions that might lead typically be a greater sense of community in the
to undesirable behaviors. classroom. The students will rely on intrinsic motivation
over extrinsic motivation which can help lead to more
3. Some strategies to use more for a more compassionate permanent and deeper knowledge. Trust the teacher
classroom would be providing respectful feedback, making sure more and not feel ashamed, which will also typically lead
not to overstimulate students, help students make connections, to students being able to socialize with each other better.
and be supportive of students solving problems as a whole. My CT is a great teacher and I feel like her teaching style
Some strategies to move away from would be shaming students works great for the majority of students, but I feel like it
with sticker charts or point systems, talking too much about what could be improved for K and one or two other students
a student has done wrong, using isolation, group punishments by getting rid of the behavior chart and encouraging a
or rewards, or focusing solely on problems. greater sense of community by doing community building
activities. My CT Already does many of the encouraged
strategies and does not do most of the discourage
strategies, but I feel like taking an extra step would be
beneficial for all students.
How does this article relate to equity in the classroom?
This article’ main point is to create a more equitable classroom. It does not say that is the goal, but it is clear that this method for
behavior management is designed for student success. Many behavior management strategies that are typically used have
recently been criticized because they can make students feel inadequate and they can work against community building, and they
often provide no fix or only a temporary fix to problems that teachers and students face in the classroom. using different strategies
can help still community, help students learn better, and helps students to manage their behavior and feelings that lead to
undesirable behavior.

APA Citation:
Pruitt-Britton, T., Wilhelm, A. G., & Wilson, J. (2022). Nurturing students through social interactions. Phi Delta Kappan, 103(5),

16–23.
 Notes about Key Quotes & Ideas Actions or Impact on Actions in the Classrooms
(Think of 3 or more ideas)

1. while this article is mostly focused on how teachers can  this article the focus is on research done in a math
interact with their students to promote social emotional classroom where there was significant improvement in
development, it also provides some ways to help students to the test scores of Black students. If more teachers are
interact with each other. It suggests that students should be to include these methods in their class, marginalized
allowed to be authentic and funny instead of shutting it down groups can succeed more often, and the achievement
immediately. Teachers can also build onto these moments to gap can hopefully be closed.
further build connections between students and between the  Allowing students to be themselves can help promote
students and the teacher. socialization and student to student connections.
 When students are comfortable with the fact that they
2. Admitting mistakes and not being ashamed of them is one sometimes make mistakes, it can make learning a lot
way that teachers can help promote this in students. It can also easier for them. They will feel less judged for it, and they
help student’s mindset in general including how students treat will see it as an opportunity to continue to learn. They
each other. If students see that their teacher can make will also be supportive of other students when they make
mistakes and be positive about them, students may as well. mistakes.
3. Community building in general can help make connections
between teachers and students and between students and
make it an overall welcoming environment for students. This
can make learning easier and more accessible for all students.
How does this article relate to equity in the classroom?
This article talks about the achievement gap and how the classes that have partially closed the achievement gap in their classroom
achieved that. The achievement gap is a topic closely related to equity as an equitable classroom will have every student
succeeding regardless of the opportunities that they had before coming into the classroom. Community building is a very important
part of having a functioning classroom. Students perform best when they feel safe and comfortable, and community building will do
that for students. Beyond having high quality instruction, community building is another major way to promote equity in the
classroom.

Reflection:

What are several themes you found across your literature summaries?
The articles that I found both discuss Social emotional development and creating a safe learning environment for students. Both of
these articles seem to promote a student-centered classroom which is something that I agree with. I tend to be more collaborative
in my practice, but I really like student-centered strategies as they tend to promote higher learning and greater equity. the articles
and the book all have the goal of helping students to succeed.

What are some of your ideas for how to utilize what you learned from your literature with your inquiry student? How will
this promote equity for your student?
A lot of what I learned are things that I wish to use in my future classroom since they tend to be whole class decisions. One thing I
would like to continue doing and improve upon what I was already doing is being compassionate and treating my students like
people. I want to try ignoring some of the behaviors that K has that we do not encourage because they disrupt the class. This can
help find out if she is motivated by attention or if we should try focusing on different strategies. Using a private behavior chart
might be useful, but my CT would have to be on board with it for it to work. These strategies would help promote equity for K
because she would be able to focus on her academics instead of misbehavior and she would be able to make friends easier. In
addition, this research could possibly be used to help make decisions about her behavior plan and IEP, which will also help her to
succeed.

How have you revised your wondering after the literature data collection? Why or why not? If a new wondering, add it
here.
I feel like the book and the articles that I found answered the part of my wondering about how to help K with her behavior, but I still
have some questions about how to help her socially. The third article that I found answered some questions About social
development, but I feel like it is a topic I would like to learn more about, Especially when she finds it hard in the first place and her
behavior often interferes with her ability to make friends Since the other students perceive her as a bad student.