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What teaching strategies can I use to improve my classroom management skills with my 5th grade English class?

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(1)Improving classroom management skills. 1. “What teaching strategies can I use to improve my classroom management skills with my 5th grade English class?”. Pamela Simeone Bustamante Universidad Alberto Hurtado. Lecturer: Claudio Jaramillo Tutor: Carlos Verdugo. Santiago, Chile December 2016.

(2) Improving classroom management skills. 2. Index. Abstract ............................................................................................................................. 4 Introduction ...................................................................................................................... 5 Context ............................................................................................................................. 7 1) School Context: ............................................................................................................ 7 2) Classroom and Students: .............................................................................................. 7 3) Problem: ..................................................................................................................... 10 4) Question ..................................................................................................................... 10 Rationale ......................................................................................................................... 11 Literature review............................................................................................................. 13 1) Classroom management: ............................................................................................ 13 2) Behavior: .................................................................................................................... 14 3) Classroom environment: ............................................................................................ 15 Research Methodology ................................................................................................... 17 I. - Data collection instruments ...................................................................................... 17 II. - Activities and Interventions ..................................................................................... 20 Description of the interventions ..................................................................................... 23 a) October 19th ................................................................................................................ 23 b) October 25th ................................................................................................................ 25 c) October 26th ................................................................................................................ 25 d) November 2nd ............................................................................................................. 26 Action Research timeline: .............................................................................................. 26 Data analysis ................................................................................................................... 28 a) Interviews: .................................................................................................................. 28 b) Exit card/ behavior self-assessment checklist ............................................................ 30 c) Behavior checklist ...................................................................................................... 34.

(3) Improving classroom management skills. 3. Conclusion and implications .......................................................................................... 40 References ...................................................................................................................... 42 Appendix ........................................................................................................................ 44 I) Appendix a .................................................................................................................. 44 1. - Interview instrument ................................................................................................ 44 2. - Behavior rating scale/exit card: ................................................................................ 44 3. - Behavior checklist .................................................................................................... 45 II) Appendix b ............................................................................................................... 47 a) Authorization letter:.................................................................................................... 47 2) Interview transcripts: .................................................................................................. 48 III) Appendix c ............................................................................................................... 57 Behavior rating scale/exit card samples ......................................................................... 57 IV) Appendix d ............................................................................................................... 60 Observation checklist samples: ...................................................................................... 60.

(4) Improving classroom management skills. 4. Abstract The following action research project is based on the teaching experience in 5th grade in San Antonio’s School, located in Santiago. The issue that guided this research was how my classroom management skills affected my teaching in a disruptive class and the changes that needed to be introduced to my lessons in order to change the students’ behavior and the classroom environment to improve the learning experience and my work. The interventions done during this research pointed to see what changes I needed to introduce to my classes to improve my classroom management and the classroom environment. Keywords:. classroom. management,. behavior,. learning. environment,. rules,. consequences. Resumen El siguiente proyecto está basado en la experiencia de enseñanza en un 5to básico en el Colegio San Antonio ubicado en la comuna de Santiago. El tema que guio esta investigación fue como mis habilidades de manejo de clase afectaban mi trabajo en una clase desordenada y los cambios que debía introducir en mis clases para cambiar el comportamiento de los estudiantes y el ambiente de la clase para mejorar la experiencia de aprendizaje y mi trabajo. Las intervenciones realizadas a lo largo de la investigación apuntaron a ver qué cambios debería introducir en las clases para mejorar mi manejo de clase y el ambiente de la clase. Palabras clave: manejo de clase, comportamiento, ambiente de aprendizaje, reglas y consecuencias..

(5) Improving classroom management skills. 5. Introduction One of the most difficult things to handle for a new teacher is classroom management. This issue can cause a lot of stress for the teacher and it can affect the results of the class. An efficient classroom management can have many good benefits not only for the new teacher but also for the students. Teachers, especially the new ones, need to have control of their classroom. Not in the sense of controlling the students, but in the sense of controlling the class to provide a better learning environment. This issue raises many questions: What kind of techniques can the new teacher use? Can the students get involved? This action research arises from the experience on a 5th grade EFL class in Colegio San Antonio, where the students’ misbehavior makes the progress of the class difficult cutting activities short and disrespecting their classmates and their teacher. Based on these issues, the question that moves this action research was selected and next I present the process of the research. In the following action research I will: First explain the context of my research both from the school and the classroom and students I worked with to set a base to showcase the issue of this research. Secondly, I will then explain the problem and question that guided the research as well as the reasoning behind the investigation and the possible implications that it can have. Then in third place I will support the research with the literature review explaining some concepts and keywords that can be useful to understand the topic..

(6) Improving classroom management skills. 6. After the literature review I will explain the research methodology used for this research, how I am going to collect data and the type of interventions I will use during the action research. And finally I will analyze the collected data and the implemented interventions to reach to the conclusions that close this action research process..

(7) Improving classroom management skills. 7. Context 1) School Context: San Antonio School is a subsidized catholic school located in Santiago. It was founded in 1927 by the Capuchinos religious order to educate workers’ children. Since 2008 the school is under the management of Gestora de Establecimientos Educacionales. The educational project states that the vision of the school is to “Form children and teens that make the values of the Franciscan spirituality their own”. The mission of the school continues this line stating that the school educates from their spirituality to maximize their excellence. The school’s pedagogical focus is to “teach competences and abilities with the student as the centre” and it aims to the integral development of the students. (Colegio San Antonio, 2015). According to MINEDUC, the school houses approximately 940 students divided in classes from Kinder to 12th grade. In each class, there are around 40 to 45 students with two classes per grade and the socio-economical background of the students is stated as upper middle class (MINEDUC, n.d ). With regards to the English classes, the school imparts the subject from 3rd grade with three pedagogical hours per week. There are two English teachers; one for primary students (from 3rd to 7th grade) and one for secondary students (from 8th to 12th grade). There is no English department and they work through their respective cycle coordinator (Colegio San Antonio PIE, 2016). 2) Classroom and Students: This project will focus on one of the two classes that I am working on. This is 5th grade A. This classroom is composed of 45 students, 15 female and 30 male students. This.

(8) Improving classroom management skills. 8. class has three hours of English per week divided in two days, one pedagogical hour on Tuesdays and two pedagogical hours on Wednesdays. I had the opportunity to observe this class for two weeks before I started teaching. During these two weeks, I had the chance to see different activities, like a class based on a book reading, a task based on the book and later a test. During these three instances, I saw behavioral issues, especially when the teacher was giving instructions or when she asked them to participate. Here is an example taken from my reflective journal: “The teacher gave the instructions of next class’ activity where they have to create a poster based on a character from the book or a scene… Students were speaking while this happened which caused that at the end of the class a lot of students asked again what they had to bring for next class” (Simeone, 2016). The class after the test, the teacher used the book for activities, but I noticed that she just wrote the instructions on the board of what they had to do at the beginning and then they had to work on them until it was time to review the activities (there were 4 or 5 activities on the book). When it was time to work on the activities, the students started misbehaving and would repeatedly ask me or the teacher what they had to do. The previous situation was observed again when I taught my first class; students were eager to participate and did not respect turns or listen to their classmates. Here is another example from the journal: I was teaching the students vocabulary and told them that they had to tell me the word that I was asking and that I was going to call the names from the class’ list… I called a name but before I even got the chance to locate the student half of the class was either raising their hand or shouting the answer…. In this moment I repeated the.

(9) Improving classroom management skills. 9. instruction … that I was going to say the name of the student so he/she could answer and that they had to maintain silence so I could listen to their classmates but they kept shouting and it was impossible to listen to the student that was answering….(Simeone, 2016). This situation was repeated on the following two classes that I taught even after I repeated that I needed silence to listen to their classmates. Another issue that I have seen regarding behavior is that they seem to stand up at any moment to throw things to the garbage bin and they walk up to talk to the teacher at any moment of the lesson disrupting the rest of the class, even when I have explained that they could not do that. During the following class, the behavior was the same during this lesson. Students would constantly stand up and when it was time to participate the noise was even worse than in the previous class. Once again, I repeated the rules when it was time to participate, but still they screamed and did not listen to their classmates. When it was time to work in pairs for one of the activities I had prepared, I asked them to work with the person sitting next to them since I did not want to lose time making them move around. I stated that I was not going to allow them to work alone because they were going to work on a dialogue. Still, at the end of the activity, several students told me that they had done the dialogue by themselves because they did not want to work with one of their classmates..

(10) Improving classroom management skills. 10. 3) Problem: Throughout the classes that I have had with 5th grade A, I have noticed that students do not pay attention to the teacher’s rules. In the classroom, they have posters with classroom rules. However, the teacher (me included) do not use them. These behavioral issues become a problem because they delay the activities and the planning has to be moved forward. I have also realized that students want to participate and they want to learn, but the behavior stops them from having a class that meets their needs and they end up doing activity after activity as it seems that they keep quiet during this time. Furthermore, in my time as a teacher trainee, classroom management has always been a weakness for me, as I tend to follow what the teacher does and I end up having to raise my voice during the whole class.. 4) Question Taking into consideration what has been said, my question for this Action Research is the following: “What teaching strategies can I use to improve my classroom management skills with my 5th grade English class?”.

(11) Improving classroom management skills. 11. Rationale The reasoning behind this action research and why I decided to carry it out is that students are not taking full advantage of the classes because of their misbehavior. They want to participate and they want to learn, but all the interruptions and the constant noise inside the classroom does not help to achieve the goal of the class and the participation of the students ends up being just between the teacher and the student who is trying to participate without the rest of the class taking notice of this. I do not want them to be completely quiet because that is not a sign that they are learning but I want them to learn to follow rules and to respect their classmates when they are speaking. In order to create a positive learning environment inside the classroom, I need to improve my classroom management skills. This way, all of the actors of the class can feel safe and comfortable during the learning time. They want to learn and I want them to learn, but in order for this to happen, the classroom needs to be an appropriate environment to enhance and develop learning. Another reason is completely personal. As I mentioned before, classroom management has always been a weak point during my classes and I want to learn what techniques I can apply inside the classroom to improve my skills and to be able to promote a proper place to learn for the students. I want them to enjoy the English classes and not to feel that classes can only be done through activities done with the class book. I want them to like the activities and keep the interest in participating; however, they need to learn how to behave while doing an activity and how to respect their classmates. The impact of this action research can be seen in two areas. The first one is that it can help the students understand how their behaviour affects the classes and how.

(12) Improving classroom management skills. 12. different they can be when they are behaving differently. I believe that through this research I can help students to realize how they are behaving and give them the tools to self-regulate their behaviour without depending on the teacher screaming or reprimanding them. The second one is, as I mentioned before, for my teaching experience, since classroom management is not my strong point, thinking about different ways to improve the management of the classroom can help me to extrapolate to the different classrooms I will be in the future ways to keep a good classroom environment not only for the students but for myself as in this moment I tend to raise my voice as the way to manage the class and I end up stressed and frustrated..

(13) Improving classroom management skills. 13. Literature review 1) Classroom management: Classroom management is a topic which has been vastly discussed by several authors. According to Everston and Weinstein, classroom management can be defined as all the actions taken by the teacher to ensure the learning environment (2006). This definition puts the teacher in the centre of the classroom management. On the same line Marvin (2003) states that “Classroom management deals with how things are done…… has to do with procedures, routines, and structure.” Marvin also separates the concept of classroom management from the concept of discipline stating that “Classroom management is the teacher’s responsibility; discipline is the student’s responsibility”. (Marvin, 2003, paragraph. 7. in Walters and Frei, 2007). This last definition is one of the motivations for this action research. Scrivener (2005) puts the classroom management focus on what the teacher does inside the classroom not only in terms of teaching but also in terms of the psychological and emotional side of the teacher. For example his or her teaching beliefs can guide their classroom management style, the communication with the students, teacher – student relations, etc. We can divide classroom management into the physical changes that the teacher does to the classroom, like changing the seating arrangement or changing how the seats are located. However, those changes will be discussed later. In “Teaching by Principles”, Brown (1994) explains that one of the most important qualities of a teacher is a good voice projection. The teacher needs to be able to be heard by everyone in the classroom without having to raise his/her voice. Furthermore, the teacher needs to adequate his language and rhythm of speaking to the level he/she is teaching so that everyone can understand.

(14) Improving classroom management skills. 14. what the teacher is delivering. Another recommendation for good classroom management is to show interest in your students; when students feel that the teacher cares for them, not only classroom management will improve, but also the learning process. This means that the teacher needs to pay attention to his/her students and use this knowledge in the classes. The teacher can use surveys, observation, group talks, etc. to collect this information (Marzano. et al, 2005). This concept can be complicated, especially in the case of this research since the teacher has to use the workbook given by the government in their classes, limiting the possibilities of using the students’ interests during the classes.. 2) Behavior: Behavior, in simple words, can be defined as the way a person acts towards something like another person, an object, a situation, etc. Every person can act differently to stimuli. According to UNESCO (2000), some of the factors that cause differences in behavior in students are: -. Individual differences: their background, sex, age, etc.. -. Differences in family patterns: size of the family, socio-economical background, structure.. -. Impairments/Disabilities. -. Environmental factors: physical and social environment. -. Psychological factors.. These factors make up for a diverse classroom where the teaching challenges of making students behave as we want to is a difficult task..

(15) Improving classroom management skills. 15. 3) Classroom environment: For authors like Douglas Brown (1994), teaching language should not be in a class with more than twelve students since this number helps to increase the chance of interactions and participation. Working with a large class is a challenge, but it can be done. For Brown, one of the most important aspects of working with large classes is to make each student important, give them all the opportunity to participate and make them feel like they are not just a number (1994). Another factor that is important to create a positive classroom environment is to use positive praising when students behave the way we expect them to behave or when they deliver a task as we asked them to. For Conroy et al. (2009. Pag. 19-20), positive praising is one of the most complex strategies inside the classroom and it will be affected by a number of factors like: the student background and culture, these two factors can affect the way the praising is received by the student. Conroy also says that, in order to have positive results with praising there are a number of rules that need to be followed: -. The student needs to know exactly what is he/she being praised for.. -. It needs to be in the moment that the expected behavior was performed.. -. It needs to be constant to reinforce the desired behavior.. -. It needs to be initiated by the teacher.. -. It needs to praise effort as much as results.. -. It needs to be natural.. -. It needs to have a positive result, never encourage competition between students..

(16) Improving classroom management skills. 16. Another concept that is important to create a good classroom environment is creating rapport with the students. Rapport is defined as: “An overall feeling between two people encompassing a mutual, trusting, pro-social bond” (Catt et al. 2007 cited in Tom Dyrenforth 2014). Rapport between teachers and students is an important factor to create relationships inside the classroom and can improve the learning process. Between the numerous issues that rapport can help inside the classroom, some of the most important ones are not only improving the students’ wellbeing, but also the teachers’ wellbeing, it increases student’s motivation and at the same time increases the chances of students staying in the educational system (Wasley, 2006 cited by Tom Dyrenforth, 2014)..

(17) Improving classroom management skills. 17. Research Methodology. I. - Data collection instruments 1) Interviews: The idea behind the interviews is to gather information about how students feel during classes. As I have 45 students, I will not interview all of them but I will select a group of 10 students, and interview them face to face. Since they are in 5th grade, I want to do a small interview to gather as much information as I can regarding how they feel about their experiences in the classroom and how they see their classmates and their own behavior. According to Johnson, (2012), face to face interviews should be short and always end with an open question, and the questions should have a hierarchical order to keep the ideas running naturally and, while is better to record the interview, taking notes can help to note down other ideas that cannot be transmitted in a recording (2012). The interview will be held in Spanish since the students do not have enough English level to give their opinions in English. Here is the sample of questions that will be used for the interview; some questions can be added if the interview allows it.. Interview Questions: 1. - ¿Cómo crees que es el comportamiento de tu curso durante la clase de inglés? 2. - ¿Te molesta que tus compañeros hablen mientras se realizan las actividades o se dan explicaciones durante las clases?.

(18) Improving classroom management skills. 18. 3. - ¿Cómo crees que te comportas durante clases? 4. - ¿Qué harías para mejorar el comportamiento dentro de la sala de clases? 5. -¿Tú crees que si como clase establecemos las reglas el comportamiento mejorara?. 2) Observation checklists:. Another useful instrument for this research is behavior observation checklists. These checklists can be done with the students that I have interviewed before to see how they work throughout the process of the research. While they do the activities, I will observe the students during the activities and write down how they work and what they do during this time or another good way to do it could be asking the English teacher to fill the checklist while I perform the class to have a more global opinion of what happens without disturbing my teaching time. This will be done class to class. See appendix a for the complete document. Here is sample part of the instrument PRE STAGE Student. Talks. Stand. Does not. Talks while Does not Does. s up. participat. a classmate. work. not pay. g the. e when. is. during. attentio. class. asked. participatin. the. n. g. activities. durin. Student 1 Student 2. Interrupts.

(19) Improving classroom management skills. 19. Student 3 Student 4 Student 5. 3) Exit card/behavior checklist: A good way to get the opinion of all the students in the class about how they are behaving and how they feel about the class is using a rating scale. It can only take a couple of minutes and it helps you to see if there was any progress from the class intervention. This will be done at the end of the class and the teacher will provide the sheets for each student. The idea is to implement it throughout all of the classes till the end of the research to see if they can notice the improvement or not done during the time of the interventions. The issue with this type of instrument is that it can be tricky. It is essential that prior to the first time this instrument is applied I talk to the students explaining that is not being rated, it is going to be anonymous and that there will not be any kind of repercussions if they do not answer it. This way I can get real answers that can help to see the evolution of the research. The complete of the instrument can be found on the appendix (Appendix a). Here is a sample part of the instrument: ¿Cómo me porté hoy? Marca con una x la respuesta que te representa: TEMA ESCUCHÉ A MI. 100% 50%. 0%.

(20) Improving classroom management skills. 20. PROFESOR A ESCUCHÉ A MIS COMPAÑER OS. II. - Activities and Interventions 1) Setting classroom rules: The first class in my action plan will be setting and creating, along with the students, the classroom rules that will apply to the rest of my interventions during the year. The idea is to use the 1 hour class to ask the students what rules they believe we should have inside the classroom to improve the classroom environment and relationships inside the classroom. Creating the classroom rules along with the students can help to see what they think is a proper classroom. Classroom rules have to be in positive sentences and have to be short and clear. After setting the rules, the consequences of breaking these rules should also be discussed. This process can lead the students to self-discipline. The consequences of breaking a rule need to be stated from the beginning and they should have a gradually increasing penalty. The consequences need to be logical to the broken rule and they should never feel like a punishment that may harm the student’s dignity (Teaching as Leadership, 2010). I will begin the class by asking the students to think about what rules we should have inside the classroom and give them time to think. After this time has passed, students will brainstorm their ideas and I will write them on the whiteboard along with.

(21) Improving classroom management skills. 21. the reasons why we need those rules. After the discussion, I will ask the students to form groups and hand them the necessary materials to create posters with the rules. 2) Changing the seating arrangement:. One of the problems I encounter in the classroom is the lack of space to create a different seating disposition, since they are sitting in the classical rows -facing the teacher- position. Changing the seating arrangement can help me to see if it is the students’ position or who is around them that cause problems, so changing the seating arrangement from week to week can help me see if there are any changes in the students’ behavior. Giving the students the opportunity to choose with whom they want to seat can show some changes so it can be a good choice for the first rotation (Brown, 1994). This, of course, will be discussed with the teacher and the students beforehand, since I do not want to impose my authority inside the classroom. 3) Other activities and interventions: At this point, I cannot plan many of the classes ahead, since we just finished the unit with the students and I need to discuss the future planning with the teacher. Some issues that I need to look for the future planning is: a) Timing of the activities: One of the issues that I have noticed during my classes that cause disruption is the time that I give students to work during the activities. I need to make clear the time they will have to work on the activities and stay firm on the deadline. When it is not enough for them, students start shouting and if it was too much time, students that finish before the time is out get restless and disturb their classmates. b) Set and explain gestures to manage the class: A good way to manage a class without having to raise the voice is to use gestures as instructions to convey silence, the.

(22) Improving classroom management skills. 22. end of an activity, etc. These gestures need to be explained to the students beforehand, including what they mean and what you expect them to do when you are using them. These gestures can be used to promote a reaction from the class, and you can have them in a poster inside the classroom as a reminder for students. Gestures can help to create routines with the students and use them as signals of good or bad behavior..

(23) Improving classroom management skills. 23. Description of the interventions In total, there were four classes where I carried out the interventions; the first one on October 19th and the last one on November 2nd.. a) October 19th The first intervention consisted on a special class that was carried out completely in Spanish as I wanted to have a discussion with the students. First, I explained to the students what they were going to do during the class and what the objective was. The objective of the class was to create, as a class, a set of rules that we thought were necessary to have inside the classroom in order to have a good learning experience. First, I divided the class in groups of four or five students (in the end there were 10 groups). As always, some students wanted to work on their own and I had to explain to them the importance of working with their classmates. The idea was that each group wrote five rules in a piece of paper. The only rule that I gave them was that none of the sentences had to begin with “NO” as it was seen in the literature review that classroom rules need to be positive sentences. They were given 15 minutes to work on this and later as a class I asked each group to tell me one of the rules they wrote down and why they thought it was necessary inside the classroom. The ten rules they created were: . Prestar atención y respetar a tus compañeros.. . Respetar al profesor.. . Mantener limpia y ordenada la sala.. . Hablar con un volumen moderado.. . Hacer todas las tareas..

(24) Improving classroom management skills. . Mantener el orden.. . Poner atención en clases.. . Los celulares deben mantenerse apagados en clases.. . Hacer y participar en las actividades de la clase.. . Resolver conflictos con la ayuda de un adulto.. 24. After I wrote all the rules on the board, I asked them what should the consequences of breaking this rules be and their answers were: . Sacar al alumno de la sala.. . Poner una anotación.. . Llamar al apoderado.. . Enviar a la inspectoría.. . Disculparse con el compañero o la profesora.. When the discussion was over, I gave each group a colored piece of paper and gave them one of the rules. The instructions I gave them were that each group had to create a poster with the rule and a drawing that represented the rule and the consequence they thought it had to be applied to the rule. I told them to hand them in as soon as they finished. This took them until almost the end of the class. Ten minutes before the end, I handed them the exit card and explained the purpose of it. I told them that they did not have to write their name down and had to answer with their opinion. 37 students handed in the exit card. Here is a note from my journal about the intervention: “Students were excited to work in groups as is not common for them to work in this way… They had issues regarding the time and the discussion was too noisy making it hard to monitor what they were doing. The discussion was carried in the way I was expecting as everyone wanted to participate and they had good ideas regarding their.

(25) Improving classroom management skills. 25. own beehavior…However for this to happen I had to ask the students to return to their own seat since they were talking while their classmates were trying to talk…” (Simeone, 2016). b) October 25th For the second intervention, I had planned a regular class but did some seating arrangement changes at the beginning of the class and told the students that those were going to be their new seats until I told them they could return to their old seats. Some of the students asked to be changed but I kept my original plan. At the beginning, I also chose four helpers to hang the posters they had made the previous class on the walls. I told these students that if they misbehaved I was going to choose someone else for the next class. Another change that I made was using wooden sticks to choose who was going to participate during the activities, since most of the classes the same ones were the ones that participated. This worked with no problems, and when one of the chosen students could not answer I helped them to find the answer instead of choosing another student. Five minutes before the end of the class I handed them the exit card and repeated the instructions from the previous class. The difference in this exit card was that it was in English so I explained them the contents of the exit card and that they had to answer just like they had done with the previous one. 40 students handed in the exit card.. c) October 26th The same process as the past class was done. The only change made was that more students changed from their seats as I saw it was necessary to introduce more changes..

(26) Improving classroom management skills. 26. One of the helpers was removed as when the class begun, the student did not listen to me when I was trying to great them. At the end of the class, the students repeated the process of the exit card. 40 students handed in the exit card.. d) November 2nd For the last intervention, I introduced more changes. The students that were changed from their seats returned to their original seating positions to see if the past interventions had worked. I kept the same helpers, as they had worked well during the last class. Same happened with the wooden sticks to choose the ones that were going to participate. At the end of the class, I handed them the last exit card. 37 students handed in the exit card.. Action Research timeline: In the following table there is a visual description of the timeline were this action research was carried from the moment practicum 2 started. Color Coding Process Observation Classes Finding the problem Literature research Interventions Data collection. Color.

(27) Improving classroom management skills. Activities. Observation Classes Finding the problem Literature research Interventions Data collection. Month. August. Weeks. 1. 2. 27 September. 3. 4. 5. 1. 2. 3. November. October 4. 5. 1. 2. 3. 4. 5. 1. 2. 3. 4. 5.

(28) Improving classroom management skills. 28. Data analysis In the following chapter, I will analyze the data collected during the interventions done for this action research. This analysis was done in both qualitative (interviews) and quantitative (exit cards and behavior checklist) methods. In order to maintain the privacy of the students, a letter was assigned to mark them in the case of the checklists and interviews.. a) Interviews: The interview part of the data collection was done on October 17th, at school. The authorization letters were received in presence of their head teacher. Ten students were selected for the interview and they were chosen according to the behavior observed during classes. The interview consisted of five questions. Here is an analysis of the questions. The transcription of each interview along with the authorization letter can be found on appendix b: Question 1: ¿Cómo crees que es el comportamiento de tu curso durante la clase de inglés? In the case of the first question regarding the behavior of the class as a whole, all of them answered that the behavior was not the proper one that they did not pay attention and spoke during the class. Question 2: ¿Te molesta que tus compañeros hablen mientras se realizan las actividades o se dan explicaciones durante las clases?.

(29) Improving classroom management skills. 29. In the same way of the first question, all of the students answered in the same way, stating that it did bother them because it distracted them and stopped them from understanding what was being said or explained. Some of them noted that this was disrespectful to the teacher. Question 3: ¿Cómo crees que te comportas durante clases? This was the question that I was most interested in because I wanted to know how they perceived themselves. As I mentioned before, I chose the students through my observation process so I chose students with good behavior and with bad behavior. In the case of this question most of them, both with good and bad behavior, they answered that they misbehaved sometimes speaking while the class was being run or while they were working on activities. Only one of the students (Student I) said that she behaved well during the whole class noting that this was because she was sitting alone. This student was one of the chosen ones because of her good behavior. Another case is student b that has a lot of behavior issues. This student noted that he behaved badly because of the classmates that spoke to him. Question 4: ¿Qué harías para mejorar el comportamiento dentro de la sala de clases? In this question, I noted after the interviews were done, I realized that it may have been not well formulated. The answers for this question pointed to changing the behavior of the students, such as not speaking so much and behaving better. There was an answer that caught my attention; one of the students involved the parents saying that if the parents were fined the students would be obliged to behave, and another one said that a good way to improve the behavior could be not to make fun activities because this way.

(30) Improving classroom management skills. 30. the class could learn and they could behave better to have this “fun” activities back. Because of this, I added the next question to add more information. Question 5: ¿Tú crees que si como clase establecemos las reglas el comportamiento mejorara? This question was made thinking about the first intervention that I had planned and I got a majority of positive answers to this. Most of the students answered that establishing the classroom rules as a class could have a positive impact in the class behavior. Some of them noted that doing this as a class could make the class organize as a group and this could make them participate more. One of the students answered that if the class created the rules they could respect them more. An answer that caught my attention was the one from student F that said that the students were not going to respect the new rules because they always misbehave. The interviews gave me the base that I needed to prepare the interventions and showed me that my observations were right since the students had the same impression that I had of how the class behaved.. b) Exit card/ behavior self-assessment checklist As I mentioned before, I did four interventions, which means that I applied four exit cards. The exit card model along with some samples can be found on the appendix c. Students had to mark on the exit card on each question which percentage represented them as how they acted during the class. 100% being all the time, 50% part of the time and 0% none of the time. Students were informed that there were no consequences for them if they did not answer the exit card. Samples of the exit cards can be found on appendix C..

(31) Improving classroom management skills. 31. Exit card one: On the next table, the results for the first exit card can be found. Out of the 45 students, 32 students answered the exit card, this represents a 71, 1% of the students. This intervention was the classroom rules oriented class. The numbers under each percentage represent the number of students that wrote that answer. question I listened to my teacher. 100%. 50%. 0%. 19. 13. I listened to my classmates. 24. 7. 1. I did the activities. 27. 3. 2. I participated in the activities. 24. 8. I was calm and not talking during the class. 10. 22. I respected the times. 19. 10. 3. As its noted on the description of the interventions, I had to modify the seating arrangement during the lesson as they were almost screaming and were not listening to each other so I could have expected some different answers on some of the questions. Exit card 2: On the following table, the results for the second exit card are shown. This time, 40 of the 45 students answered the exit card representing an 88, 8% of the total number of students in the class. As can be seen on the table more students used the 0% answer. This was a regular class, which is different from the first exit card, and fewer students answered that they participated in all the activities. As it was noted during this action research, this class is always willing to participate, but the same students always try to.

(32) Improving classroom management skills. 32. be the chosen ones to answer which means that not all the students have the chance to participate.. question I listened to my teacher. 100%. 50%. 0%. 28. 12. I listened to my classmates. 24. 14. 2. I did the activities. 30. 9. 1. I participated in the activities. 21. 12. 7. I was calm and not talking during the class. 22. 16. 2. I respected the times. 24. 13. 3. Exit card 3: As with the previous exit card, this was based on a regular class. Of the 45 students, 40 handed in the exit card, representing an 88, 8% of the students. This class was based on vocabulary and several short activities were done as it is reflected by the number of students that marked a 100% on the participation. This showed me that students work better and behave better when they are constantly participating and this is evident when seeing the numbers. For this class I used no helpers as it was not necessary..

(33) Improving classroom management skills. question I listened to my teacher. 100%. 33. 50%. 0%. 30. 10. I listened to my classmates. 26. 13. I did the activities. 28. 12. I participated in the activities. 22. 16. 2. I was calm and not talking during the class. 26. 17. 1. I respected the times. 30. 10. 1. Exit card 4: This intervention was done based on a regular class and I repeated the formula from the past class using short activities and giving as many students as I could the opportunity to participate. As can be seen in the numbers, the behavior improved from the first intervention. Of the 45 students, 37 handed in their exit cards, representing an 82, 2 % of the students.. question I listened to my teacher. 100%. 50%. 25. 12. I listened to my classmates. 28. 9. I did the activities. 28. 9. 0%.

(34) Improving classroom management skills. I participated in the activities. 24. 9. I was calm and not talking during the class. 27. 10. I respected the times. 31. 5. 34. 2. 1. In general, the result of the exit cards showed me the same results as my observations and the changes introduced in the class planning’s resulted as I was expecting.. c) Behavior checklist Previous to the first intervention, I created a behavior checklist where I noted my observations for the same students that I selected for the interviews. As I said before, the selected students were students that had good and bad behavior. This was done in order to see if there were any changes throughout the observations. The checklists were divided in PRE-WHILE-POST periods of the planned class to see how the behavior changed in each part of the class. Samples of the behavior checklists can be found on the appendix d. a) Behavior checklist October 19th: On October 19th, 9 of the 10 students that were selected for this observation process were present. Here is an example from the first day. The (x) represents that the bevahior was present, the (-) represents that the behavior was absent. This was based on the classroom rules class and some of the students worked with no problems while others.

(35) Improving classroom management skills. 35. misbehaved. The selected criterion was chosen because they were factors that could be seen. Pre stage. x = the behavior was present - = the behavior was not present. Student. Talks during the class. Interrupts. Stands up. Does not participate when asked. Talks while a classmate is participating. Does not work during the activities. Does not pay attention. Student 2. X. X. -. -. X. X. -. Student 3. -. -. -. -. -. -. -. Student 4. -. -. -. -. X. -. -. Student 7. X. X. X. -. X. -. X. During the while stage the behavior was the same for the four students While stage. x = the behavior was present - = the behavior was not present. Student 2. X. X. -. -. X. X. -. Student 3. -. -. -. -. -. -. -. Student 4. -. -. -. -. X. -. -. Student 7. X. X. X. -. X. -. X. During the post stage the behavior changed completely. As it can be seen in the following table the behavior changed in the four students as they were left to work on their own in their groups. Post stage. x = the behavior was present - = the behavior was not present. Student 2. X. X. X. X. X. X. X. Student 3. X. X. X. -. X. -. -. Student 4. X. -. -. -. -. -. -. Student 7. X. X. X. -. -. -. -.

(36) Improving classroom management skills. 36. After the first intervention, I wanted to see what would happen if I changed Student 2 and Student 7 to a new seat, since they were the ones with the worst behavior in the first class. b) Behavior checklist October 25th: For the second intervention, student 2 and student 7 where moved to a new seat at the front of the class, seating on their own. On the pre stage there was no significant change in their behavior. This was based on a regular class and both students maintained their behavior from the previous class. Pre stage. x = the behavior was present - = the behavior was not present. Student. Talks during the class. Interrupts. Stands up. Does not participate when asked. Talks while a classmate is participating. Does not work during the activities. Does not pay attention. Student 2. X. X. -. -. X. X. X. Student 7. X. X. X. -. X. -. X. During the while stage there was a small change, now student 7 does work in the activities done in the class, however in general their behavior was the same. While stage. x = the behavior was present - = the behavior was not present. Student 2. X. X. -. -. X. X. X. Student 7. X. X. X. -. X. -. X. In the post stage student 7 presented a major change in behavior while student 2 did not change..

(37) Improving classroom management skills Post stage. 37. x = the behavior was present - = the behavior was not present. Student 2. X. X. X. -. X. X. X. Student 7. -. -. -. -. X. X. X. The results from the second intervention showed me the type of changes that I needed to apply for the rest of the interventions. c) Behavior checklist October 26th: For the third class I introduced a new change, student 2 was changed once again from his seat, this time with a classmate instead of seating alone, student 7 was left in the same seating as last class. On the pre stage, student 2 maintained the behavior from the previous classes. Student 7 presented a major improvement in behavior showing me that the change had worked. Pre stage. x = the behavior was present - = the behavior was not present. Student. Talks during the class. Interrupts. Stands up. Does not participate when asked. Talks while a classmate is participating. Does not work during the activities. Does not pay attention. Student 2. X. X. -. -. X. X. X. Student 7. -. -. X. -. -. -. X. On the while stage, Student 2 presented an improvement on behavior. For this part of the class, students had to work in pairs and I expected to have more issues with this student. However, working with another student seemed to work..

(38) Improving classroom management skills While stage. 38. x = the behavior was present - = the behavior was not present. Student 2. X. -. -. -. X. X. -. Student 7. -. -. -. X. -. -. X. During the post stage, student 2 maintained the improvement. The same with student 7. This was crucial as I had to make a decision for the last intervention. Post stage Student 2. X. -. -. X. X. -. X. Student 7. -. -. -. X. -. -. X. c) Behavior checklist November 2nd: For the last intervention, I decided to see if the changes I had introduced would be maintained if I returned student 2 and student 7 to their original places. As can be seen in the following table student 7 improved in a great way the behavior and student 2 maintained what was seen during the previous class. Pre stage: Student. Talks during the class. Interrupts Stands up. Does not participate when asked. Talks while a classmate is participating. Does not work during the activities. Does not pay attention. Student 2. X. -. -. -. X. X. X. Student 7. -. -. -. -. -. -. -.

(39) Improving classroom management skills. 39. In the while stage the behavior improved in student 2 and it maintained in student 7 While Student 2. X. -. -. -. -. -. -. Student 7. -. -. -. X. X. -. -. During the post stage the results were maintained, showing a big improvement for both students.. Post stage Student 2. X. -. -. X. -. -. -. Student 7. X. -. X. -. -. -. -. The results of this observation process showed me some of the decisions that I need to make to improve my classroom management skills. In the future, further changes need to be introduced, but in terms of this investigation it worked as I expected..

(40) Improving classroom management skills. 40. Conclusion and implications When I started this Action Research process, the problem was not hard to find. To me it was clear from my observations that the students’ behavior affected the way the classes were carried. The issue was on which side of this observation I was going to focus my research. From the beginning I started to think about classroom management since this has been an issue for me since I started my teaching experience. Throughout interviews and exit cards I gathered information from the students to see if I was on the right track with my focus and gave me the base for my interventions. In a broad sense I can say that the interventions that I applied during my classes worked as I got results that showed me changes in their behavior. While the results may have been focalized, for example in the students that I moved to a different seating place, they showed me that even the smaller changes can produce results. I feel that I could have done more interventions and more changes to get a more complete result or if they could have been maintained through time to get more permanent results, but school activities, assessments and holidays restrained the time that I had for the interventions. In the end time was the biggest limitation for me and the research. Another limitation that I found while doing this research was the students own beliefs, as it was seen during the interviews and the classroom rules intervention, that the only way they could behave better was when the teacher punished them for their actions. As students have this belief is hard to set consequences that can make them think through their own behavior. As a personal conclusion, I still believe that I need to improve my classroom management skills. I need to implement more changes not only inside the classroom but also in the way I face the classes. I understand now that the way I plan my classes affect.

(41) Improving classroom management skills. 41. the behavior of the students especially with the time that I give for the activities. I know now that setting the class rules with the students is an important part of the process to give students more involvement in the process of maintaining a good classroom environment. With all that was said before some issues still arise that can be used in the future for new investigations. Some issues that still need some answers that can help for future investigations could be: - How can I change students’ idea of punishment and consequences? - How can I introduce group work in a disruptive class without causing more disruptions? As a general conclusion I would like to add that the process of doing this action research taught me to look deeply into not only my students but my own teaching style and to be aware of how my teaching is affecting how the classes are carried. As is normal in a person we prefer to look in others the mistakes but we do not realize that sometimes situations happen because of our own actions. Reflection is extremely important and doing it after each class is the only way in which I can find the reasons behind what happened during the class instead of just blaming it to specific situations inside the classroom. While the starting point of this research was my students’ behavior, doing this action research helped me to see what was wrong with my teaching at the same time..

(42) Improving classroom management skills. 42. References -Brown, H. D. (1994). Teaching by Principles: Interactive language teaching methodology. NY: Prentice-Hall Regents. -Colegio. San. Antonio. (2015).. Proyecto. Educativo.. Retrived. from:. http://wwwfs.mineduc.cl/Archivos/infoescuelas/documentos/8652/ProyectoEducativo86 52.pdf on August 28th, 2016 -Conroy, M. et al. (2009). Creating a Positive Classroom Atmosphere: Teachers' Use of Effective Praise and Feedback. Beyond Behavior, 18(2), 18-26. -Dyrenforth, T. (2014). Classroom success through rapport building. Retrieved from http://www.usma.edu/cfe/Literature/Dyrenforth_14.pdf. On September 20th, 2016 -Evertson, C. M. & Weinstein, C. S. (2006). Handbook of classroom management. Research, practice, and contemporary issues. New Jersey: Routledge. -Johnson, A. (2012). A short guide to Action Research. Cambridge: Pearson -Marzano, R. et al (2005). A handbook for classroom management that works. Virginia: ASCD. -MINEDUC. (n.d).. Ficha. Establecimiento:. San. Antonio.. Retrieved. from. http://www.mime.mineduc.cl/mime-web/mvc/mime/ficha. On August 28th, 2016 -Peace first. (n.d) Creating Shared Classroom Rules through a Classroom Contract. Retrieved from http://www2.peacefirst.org/digitalactivitycenter/system/files/activities/files/classroom_c ontract_tipsheet.pdf. On September 22th, 2016 -Scrivener, J. (2005) Learning Teaching: A guidebook for English Language Teachers, Chapter 5: Toolkit 1: Classroom Management. London: Macmillan Publishers. -Teaching as Leadership. (2010) Creating and Implementing Effective Rules and.

(43) Improving classroom management skills. Consequences.. 43. Retrived. from. http://teachingasleadership.org/sites/default/files/RelatedReadings/CMC_Ch2_2011.pdf on September 20th, 2016 -UNESCO (2000). Regional Training Seminar on Guidance and Counselling Module 4. Behaviour Modification. Retrieved from http://www.unesco.org/education/mebam/module_4.pdf. on September 23rd, 2016. -Walters, J., & Frei, S. (2007). Managing classroom behavior and discipline. Teacher Created Materials. California: Shell Education..

(44) Improving classroom management skills. 44. Appendix. I) Appendix a Data collection instruments: 1. - Interview instrument a) Student: Interview Questions: 1. - ¿Cómo crees que es el comportamiento de tu curso durante la clase de inglés? 2. - ¿Te molesta que tus compañeros hablen mientras se realizan las actividades o se dan explicaciones durante las clases? 3. - ¿Cómo crees que te comportas durante clases? 4. - ¿Qué harías para mejorar el comportamiento dentro de la sala de clases? 5. -¿Tú crees que si como clase establecemos las reglas el comportamiento mejorara?. 2. - Behavior rating scale/exit card: ¿Cómo me porte hoy? Marca con una x la respuesta que te representa: TEMA. ESCUCHE A MI PROFESORA. 100%. 50%. 0%.

(45) Improving classroom management skills. 45. ESCUCHE A MIS COMPAÑEROS. HICE LAS ACTIVIDADES. PARTICIPE EN LAS ACTIVIDADES. ME MANTUVE ORDENADO. RESPETE LOS TIEMPOS. 3. - Behavior checklist PRE STAGE Student. Student 1 Student 2. Talks. Interrupt. Stands Does not. Talks while Does not Does. durin. s. up. participat. a classmate. work. not pay. g the. e when. is. during. attentio. class. asked. participatin. the. n. g. activities.

(46) Improving classroom management skills. 46. Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 WHILE STAGE Student. Talks. Interrupt. Stands Does not. Talks while Does not Does. durin. s. up. participat. a classmate. work. not pay. g the. e when. is. during. attentio. class. asked. participatin. the. n. g. activities. Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 POST STAGE.

(47) Improving classroom management skills. Student. 47. Talks. Interrupt. Stands Does not. Talks while Does not Does. durin. s. up. participat. a classmate. work. not pay. g the. e when. is. during. attentio. class. asked. participatin. the. n. g. activities. Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10. II) Appendix b a) Authorization letter: Here is the model of the letter sent to the parents of the students selected for the interview Señor(a) apoderado: Mi nombre es Pamela Simeone y soy estudiante de pedagogía en Ingles en la Universidad Alberto Hurtado. Actualmente me encuentro trabajando con el 5to básico A junto a la profesora Marilyn Fuentes. Me dirijo a Ud. A través de este medio para pedir su. autorización. para. realizar. __________________________________________. una con. entrevista el. fin. de. a. recolectar. información para mi trabajo de tesis. Mi tesis está enfocada en el comportamiento de los.

(48) Improving classroom management skills. 48. estudiantes dentro de la sala de clases. Esta. entrevista. será. anónima. y. no. tendrá. ___________________________________________. ninguna es. repercusión. solo. para. para. recolectar. información. La entrevista será realizada oralmente y será grabada (solo audio) en la oficina de coordinación o en la biblioteca del colegio dependiendo de la disponibilidad. La fecha será confirmada pero lo ideal sería realizarla dentro de la próxima semana. Si Ud. esta de acuerdo con que _______________________________________ realice la entrevista por favor completar la siguiente forma: Yo. ___________________________________________________. __________________________________________________________. apoderado autorizo. de a. Pamela Simeone, alumna practicante, a realizar entrevista a mi pupilo.. 2) Interview transcripts: Interviews 1) S.A: Profesor: Muchas gracias por esta entrevista, la primera pregunta es ¿Cómo crees que es el comportamiento del curso durante la clase de Ingles? S.A: El comportamiento es algo malo ya que casi todos los compañeros conversan y no toman atención a la Profesora: . Profesora: ¿Y te molesta que tus compañeros hablen mientras se realizan las actividades? S.A: Si porque al final uno no aprende Profesora: ¿Y cómo crees que tú te comportas durante la clase? S.A: En algunas ocasiones bien y en otras mal Profesora: ¿Y porque pasa eso?.

(49) Improving classroom management skills. 49. S.A: Debido a que juego con compañeros y no pongo atención Profesora: ¿Y qué harías tu para mejorar el comportamiento dentro de la sala de clases? S.A: Yo creo que deberíamos todos quedarnos callados, tomar atención, no hablar Profesora: ¿Y crees tú que si como clase todos juntos con los profesores se crearan las reglas que se tienen que seguir dentro de la sala de clases mejoraría el comportamiento de tus compañeros? S.A: Si porque así todos prestaríamos atención y nos debería ir bien a todos los compañeros Profesora: Ya muchas gracias eso seria. S.A: De nada. 2) S.B: Profesora: Gracias, la primera pregunta dice. ¿Cómo crees que es el comportamiento del curso durante la clase de inglés? S.B: mmm Mas o menos Profesora: ¿Por qué crees eso? S.B: Porque algunos se portan bien pero algunos mmm empiezan a jugar y a hablar Profesora: ya ¿Y te molesta que tus compañeros hablen mientras se realizan las actividades? S.B: (asiente) si Profesora: ¿Por qué? S.B: Porque estamos todos concentrados Profesora: ¿Y te desconcentra entonces que hablen todos? S.B: (asiente) si Profesora: ¿Cómo crees que tú te comportas durante la clase de inglés? S.B: Mas o menos Profesora: ¿Por qué?.

(50) Improving classroom management skills. 50. S.B: Porque algunas veces me empiezan a hablar Profesora: ¿Y qué harías tu para mejorar el comportamiento dentro de la sala de clases? S.B: Portándome bien Profesora: ¿Y de tus compañeros? S.B: mmm que no habláramos mucho Profesora: ¿Y tú crees que mejoraría el comportamiento si uno por ejemplo creara las reglas... creáramos las reglas como curso entre todos? S.B: Si Profesora: ¿Por qué crees que pasaría eso? S.B: Porque tendríamos que organizarnos y portarse bien Profesora: Ya... muchas gracias 3) S.C: Profesora: Hola muchas gracias. La primera pregunta dice así ¿Cómo crees que es el comportamiento del curso durante la clase de inglés? S.C: un poquito malo Profesora: ¿Por qué? S.C: Porque hay mucha conversación Profesora: ¿Te molesta que tus compañeros hablen mientras se realizan las actividades? S.C: Si Profesora: ¿Por qué? S.C: Porque así molestan a las personas que tratan de estudiar o de repasar o de escribir y todas esas cosas. Profesora: ¿Y cómo crees que tú te comportas durante la clase? S.C: Mal Profesora: ¿Por qué sería así?.

(51) Improving classroom management skills. 51. S.C: Porque los profesores me llaman la atención, me retan y eso Profesora: ¿Y qué harías tú para mejorar el comportamiento dentro de la sala de clases? S.C: Ehhh pedir silencio y si por ejemplo algún compañero sigue hablando y no me hace caso yo lo voy a acusar. Profesora: ¿Y tú crees que si uno creara reglas junto con tus compañeros como clase tú crees que mejoraría el comportamiento? S.C: Si Profesora: ¿Y por qué sería así? S.C: Porque ahí nos pondríamos todos de acuerdo tendríamos que callarnos para aprender más y que no nos reten más. Profesora: Eso sería todo, muchas gracias. 4) S.D: Profesora: Muchas gracias por aceptar la entrevista. La primera pregunta dice: ¿Cómo crees que es el comportamiento del curso durante la clase de inglés? S.D: De repente demasiado desordenado pero cuando les llaman la atención se empiezan a portar bien. Profesora:. ¿Y te molesta que tus compañeros hablen mientras se hacen las. actividades? S.D: Si por que no dejan concentrarse Profesora: ¿Cómo crees que tú te comportas durante la clase? S.D: De repente converso pero como que me se concentrar Profesora: ¿Y qué harías tu para mejorar el comportamiento dentro de la sala de clases? S.D: ¿Para ayudar con mis compañeros? No sé... llamar la atención porque son demasiado desordenados Profesora: ¿Tú crees que por ejemplo crear reglas sería importante? ¿Tú crees que tus compañeros seguirían si se pusieran reglas dentro de la sala de clases? S.D: Yo creo que si.

(52) Improving classroom management skills. 52. Profesora: Ya muchas gracias 5) S.E: Profesora: La primera pregunta dice: ¿Cómo crees que es el comportamiento del curso durante la clase de inglés? S.E: Mas o menos Profesora: ¿Por qué? S.E: Porque nos ponemos a conversar Profesora: La segunda pregunta dice: ¿Te molesta que tus compañeros hablen mientras se están realizando las actividades? S.E: Si Profesora: ¿Porque es importante que se mantengan en silencio tus compañeros? S.E: Para aprender mas Profesora: Aquí responde lo que tú pienses ¿Cómo crees que tú te comportas durante la clase? S.E: Mas o menos Profesora: ¿Y por qué es eso? S.E: Porque me pongo a conversar Profesora: Y la última pregunta dice: ¿Qué harías para mejorar el comportamiento dentro de la sala de clases? ¿Cómo que cosas se deberían hacer para mejorar el comportamiento? S.E: Poner más atención, quedarse callados Profesora: Y tú crees que se deberían crear reglas dentro de la sala de clases? S.E: Si Profesora: Ya muchas gracias 6) S.F:.

(53) Improving classroom management skills. 53. Profesora: Muchas gracias por ayudarme. La primera pregunta dice: ¿Cómo crees que es el comportamiento del curso durante la clase de inglés? S.F: De repente se desordenaban mucho Profesora: ¿Y por qué crees que pasa eso? S.F: Porque a veces se aprovechan de las profesoras nuevas y empiezan a jugar Profesora:. ¿Y te molesta que tus compañeros hablen mientras se realizan las. actividades? S.F: A veces Profesora: ¿Y cómo crees que tú te comportas durante la clase? S.F: Yo creo que bien Profesora: ¿Que harías para mejorar el comportamiento dentro de la sala de clases? ¿Qué harías tú? S.F: ¿Que haría yo? Profesora: Si S.F: Ya emmm (piensa por un momento) Que hagamos menos actividades recreativas porque así ellos se arrepienten y cuando se lo merecen lo hacen Profesora: ¿Y tú crees que si hacemos las reglas como curso con los profesores, mejoraría el comportamiento de tus compañeros? S.F: Yo creo que no porque mis compañeros casi nunca respetan las reglas Profesora: Ya muchas gracias 7) S.G: Profesora: ¿Cómo crees que es el comportamiento del curso en la clase de Ingles? S.G: Mas o menos. Profesora: ¿Por qué? S.G: Porque a veces conversamos y a veces no.

(54) Improving classroom management skills. 54. Profesora: ¿te molesta que tus compañeros hablen mientras se realizan las actividades o se explica algo? S.G: Si Profesora: ¿Por qué te molesta? S.G:. porque nos desconcentra a todos. Profesora: ¿Cómo crees que tú te comportas durante la de clases? S.G: Mas o menos no Profesora: ¿y por qué te comportas así? S.G: Porque a veces converso y otras no Profesora: ¿Qué harías tú para mejorar el comportamiento dentro de la sala de clases? S.G: Que no conversáramos tanto Profesora: ¿crees tú que si creáramos reglas entre todos, crees que mejoraría la conducta del curso? S.G: Si Profesora: ¿Por qué? S.G: Por que las respetaríamos Profesora: ¿Y porque las respetaran? , ¿Porque las crean ustedes? S.G: Si 8) S.H: Profesora: ¿cómo crees que es el comportamiento del curso durante la clase de Ingles?.

(55) Improving classroom management skills. 55. S.H: algunas veces se portan bien, cuando quieren poner atención, pero la mayoría de las veces se portan muy mal y no dejan hacer las actividades que los otros niños quieren hacer, Profesora: ¿te molesta que tus compañeros hablen mientras se realizan las actividades o se explica algo? S.H: A mi si me molesta porque si queremos hacer una actividad no podemos concentrarnos ya que no entendemos nada de lo que dice la Profesora:. ya. que hablan mucho. Profesora: ¿cómo crees que tú te comportas durante la clase? S.H: más o menos...., porque a veces mis amigos me empiezan a hablar y yo también empiezo a hablar y así hacemos un boche. Profesora: ¿qué harías tú para mejorar el comportamiento dentro de la sala de clases? S.H: si los niños hablan o molestan, los papas tendrían que tener una multa, y así no hablan más Profesora: Muchas gracias, te gustaría agregar algo S.H: no 9) S.I: Profesora: : ¿cómo crees que es el comportamiento del curso en la clase de Ingles? S.I: A veces se portan mal y no dejan hacer las clases Profesora: : ¿te molesta que tus compañeros hablen mientras se realizan las actividades o se explica algo? S.I: si me molesta porque no dejan entender bien la materia Profesora: : ¿cómo crees que tú te comportas durante la clase? S.I: bien porque estoy solita.

(56) Improving classroom management skills. 56. Profesora: ¿Te gusta sentarte sola? S.I: si, porque así no tengo quien me distraiga Profesora: ¿Te sientes cómoda así? S.I: Si Profesora: ¿qué harías tú para mejorar el comportamiento dentro de la sala de clases? S.I:, hummmm no se Profesora: crees que tus compañeros no molestarían si se pusieran reglas en la sala de clases S.I: Yo creo que seguirían, pero o tanto como ahora. Profesora: ¿qué te pareciera si las reglas la conversáramos entre todos? S.I: ¿Que todos pusiéramos las reglas? Profesora: Si S.I: Si ¡yo creo que si entre todos ponemos las reglas se mejoraría, porque si respetarían las reglas que ellos mismos colocaron! 10) S.J: Profesora: ¿cómo crees que es el comportamiento del curso en la clase de Ingles? S.J: Interrumpen mucho la clase, nunca están pendientes, y cuando la profe Marylin habla ahí si todos se ponen a escuchar. Profesora: Porque crees que pasa eso S.J: Porque es un curso muy conversador Profesora: ¿te molesta que tus compañeros hablen mientras se realizan las actividades o se explica algo?.

(57) Improving classroom management skills. 57. S.J: Si, porque hay algunos que no se pueden concentrar y no pueden hacer las actividades, y algunos no producen nada y no quieren como hacer algo para ayudar Profesora: ¿cómo crees que tú te comportas durante la clase? S.J: Intermedio, porque a veces converso y a veces no converso Profesora: ¿qué harías tú para mejorar el comportamiento dentro de la sala de clases? S.J: Primero, yo lo que haría, seria a los que están conversando, le daría solo tres oportunidades sino lo echaría de la sala. Profesora: ¿Tú crees que creando reglas entre todos, junto con tus compañeros mejoraría el comportamiento dentro de la sala? S.J: si Profesora: ¿Porque crees que si? S.J: Porque si no los cumplen, la profe puede anotarlos, sacarlos, ir a inspectoría y pedir que los suspendan.. III) Appendix c Behavior rating scale/exit card samples.

(58) Improving classroom management skills. 58.

(59) Improving classroom management skills. 59.

(60) Improving classroom management skills. 60. IV) Appendix d. Observation checklist samples: PRE STAGE OCTOBER 19TH (-) represents absence of the behavior (x) presence of the behavior. Student. Talks during. Interrupts Stands Does not up. Talks while. Does not Does. participate a classmate. work. not pay. the. when. is. during. attention. class. asked. participating the activities. Student 1(Not.

(61) Improving classroom management skills. 61. present) Student. X. X. -. -. X. X. -. -. -. -. -. -. -. -. -. -. -. -. X. -. -. X. -. -. X. -. -. -. -. X. -. -. X. -. -. X. X. X. -. X. -. X. X. X. -. -. -. -. -. X. X. -. -. X. X. -. -. -. -. -. -. -. -. Talks while. Does not Does. 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 WHILE STAGE Student. Talks during. Interrupts Stands Does not up. participate a classmate. work. not pay. the. when. is. during. attention. class. asked. participating the activities. Student 1(Not.

(62) Improving classroom management skills. 62. present) Student. X. X. -. -. X. X. -. -. -. -. -. -. -. -. -. -. -. -. X. -. -. X. -. -. X. -. -. -. -. X. -. -. X. -. -. X. X. X. -. X. -. X. X. X. -. -. -. -. -. X. X. -. -. X. X. -. -. -. -. -. -. -. -. Talks while. Does not Does. 2 Student 3 Student 4 Student 5 Student 6 (G.P) Student 7 Student 8 Student 9 Student 10 POST STAGE Student. Talks during. Interrupts Stands Does not up. participate a classmate. work. not pay. the. when. is. during. attention. class. asked. participating the activities. Student 1(Not present).

(63) Improving classroom management skills. Student. 63. X. X. X. X. X. X. X. X. X. X. -. X. -. -. X. -. -. -. -. -. -. X. X. X. -. -. -. -. -. -. -. -. -. -. -. X. X. X. -. -. -. -. X. -. -. -. -. -. -. X. -. -. X. X. -. -. -. -. -. -. -. -. -. 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10. PRE STAGE. OCTOBER 26TH (-) represents absence of the behavior (x) presence of the behavior. Student 2 and Student 7 where changed from their current seating. Student. Talks during. Interrupts Stands Does not up. Talks while. Does not Does. participate a classmate. work. not pay. the. when. is. during. attention. class. asked. participating the activities.

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