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Behavior Problems in the Classroom: Can Character Education Improve It?

Behavior Problems in the Classroom: Can Character Education Improve It?. Action Research Paper: EDU 702.22/Spring 2010 By Jacqueline Holzer. Table of Contents. Abstract Introduction Statement of the Problem 4 Review of Related Literature 5- 11 Statement of Hypothesis 12

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Behavior Problems in the Classroom: Can Character Education Improve It?

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  1. Behavior Problems in the Classroom: Can Character Education Improve It? Action Research Paper: EDU 702.22/Spring 2010 By Jacqueline Holzer

  2. Table of Contents • Abstract • Introduction • Statement of the Problem 4 • Review of Related Literature 5-11 • Statement of Hypothesis 12 • Method • Participants 13 • Instrument 14 • Experimental Design • Procedure

  3. Table of Contents Continued... • Results • Discussion • Implications • References 15-17 • Appendices • Appendix A 18 • Appendix B • Appendix C

  4. Statement of the Problem With positive character not being effectively enforced within the school, as well as within the home, the school environment is becoming challenged. Teachers constantly deal with disruptive behavior in a classroom, thereby taking away from the teaching time. Some students may not be aware of why they are behaving a certain way, while others are aware and just don’t care. Children need guidance and with Character Education they are introduced to areas such as moral, respect and integrity. The researcher believes through character education students will grow into mature and respectful individuals, thinking about their actions before hand and/or resolving problems in the appropriate manner.

  5. Review of Related Literature:Prior Research • Although there is no thorough data, character education can produce positive results • (Winton, 2008; Skaggs & Bodenhorn, 2006) • Children see their surrounding world and develop their character based on what they see and what they are taught • (Rynders, 2006; Brannon, 2008) • 97% of teachers agreed that schools need discipline and behavior to grow • (Public Agenda, 2004) • “Gradually students come to feel no moral discredit in rule violation and grow unresponsive to discipline” • (Goodman, 2007)

  6. Review of Related Literature:Pros • By teaching students how to handle and address a potential problematic situation they are able to better control their lives • (Rynders, 2006; Gable, Hester, Hester & Hendrickson, 2005; McArthur, 2002) • Peaceable Magnet School: Teachers and staff saw a difference in attitudes and behaviors in students as they discussed and explored “peace” • (Celia & Anstine, 1999) • “A teacher who is motivated and persistent regarding character education is likely to believe in his or how own ability to build students’ character and the ability of teachers in general to overcome negative influences outside of the classroom” • (Milson & Mehlig, 2002; Varham, 2005b) • “Citizens are realizing that a society cannot operate unless its citizens follow certain moral principals, and schools are realizing that without character education, which can help establish a good learning environment, education itself may not be effective” • (Davis, 2006)

  7. Review of Related LiteratureCons • Each community has different values they believe in • (Bulach, 2002) • “Character Education teaches students to do the right thing for the wrong reason” • (Davis, 2003) • “We cannot force the issue of character development. We can only reinforce the appropriate components of character when we have the opportunity to observe them in action” • (Milliren & Messer, 2009)

  8. Review of Related LiteratureCurrent Instructional Strategies • “Character Counts!”: trustworthiness, respect, responsibility, fairness, caring, and citizenship • (Rynders, 2006; Barton, Richard & Wenglinsky, 1998) • “PRIDE”: address both moral and performance character concerns • Monday: Plan for Success • Tuesday: Reading • Wednesday: Improve your grades • Thursday: Develop your character • Friday: Enjoy your day • (Butler-Banks, 2010) • “Alternative Dispute Resolution”: negotiation and mediation. Peer Mediation: positive side of conflict, provide structure to handle conflicts, teach responsibility, develop life skills, promote understanding & sensitivity, higher level of citizenship, reduce disciple, increase teaching time • (Varnham, 2005a)

  9. Review of Related LiteratureCurrent Instructional Strategies • “Character Matters! And The CEP”: Tolerance, respect, caring and love for one another is practiced, taught and learned • (Winton, 2008) • “Grimm Approach”: Fairy Tales by the Grimm Brothers (Cinderella, Hansel & Gretel). Include moral law and general types of human experiences • (Bryan, 2005) • Character through Social Studies: Expose students to how women and men of our history were faced with difficult, challenging situations and how they overcame it through truth, integrity, honesty and loyalty • (Sanchez, 2006; Ellenwood, 2006)

  10. Review of Related LiteratureCurrent Instructional Strategies • “Judicious Discipline”: use “the language of citizenship rights and responsibilities into class meeting to teach positive goal setting and peaceful conflict resolution” • (Landau & Gathercoal, 2000) • Character Education goal: “to help young people understand, care about and act upon core ethical values” • (Davis, 2006)

  11. Review of Related LiteratureTheorist • Maria Montessori & Lawrence Kohlberg • children develop character by exploring and making free choices • (Brimi ,2009; Vardin, 2003) • Maslow: Hierarchy of Basic Needs: the need of the individual to fulfill physiological requirements • (Smith, 2001) • Dr. Thomas Linkona: “Eleven Principals of Character Education Effectiveness” • (Bulach, 2002)

  12. Statement of Hypothesis HR1: By implementing character education in P.S. X, twice a week over a six week period, a positive and safe environment will occur, resulting in a decrease in behavioral problems This will be tested through classroom observations, read aloud’s, class discussions and activities, discipline referrals and completed surveys

  13. Participants Two second grade common branch classes in two NYC Public Schools Classroom 1 • 24 students • 1 teacher • Implement Character Ed Classroom 2 • 24 students • 1 teacher

  14. Instruments • Family member and school staff survey 1: • Will be given prior to action research • Assess how the adults in the students lives handle problematic situations and ability to model good character • Student Survey 2: • Will be given to both classrooms prior to action research • Evaluate their practices of displaying good character • Assess the type of individual each student is • Student Survey 3: • Will be given to classroom 1 following the action research • Asses themselves as participants of good character • Asses students thoughts on Character Ed

  15. References Barton, P.E., Coley, R.J., & Wenglinsky, H. (1998). Order in the Classroom: Violence, Discipline and Student Achievement. Policy Information Center:Research Division. Princeton, NJ:Educational Testing Service. Retrieved from Key to Saferschools: http://www.keystosaferschools.com/Reports/Order%20in%20the%20Classroom-Violence,%20Discipline.pdf Brannon, D. (2008). Character Education: It's a Joint Responsibility. Kappa Delta Pi Record,44(2), 62-65. Retrieved from ERIC: 2816294 Brimi, H. (2009). Academic Instructors or Moral Guides? Moral Education in America and the Teacher’s Dilemma. Clearing House,82(3), 125-130. Retrieved from Academic Search Complete: 35608363 Bryan, L. (2005). Once Upon a Time: A Grimm Approach to Character Education. Journal of Social Studies Research,29(1), 3-6. Retrieved from ERIC 161376614 Butler-Banks, C. (2010, February 4,). PRIDE in school and self: Waterloo Middle School uses character education to improve academics. New York Teacher,LI(9), 18-19 Bulach, C. (2002). Implementing a Character Education Curriculum and Assessing Its Impact on Student Behavior. Clearing House,76(2), 79. Retrieved from ERIC:9270870 Celia E..J., & Anstine, R.T. (1999). Promoting Peace in a Place Called School. Learning Environments Research, 2(1), 65-77. Retrieved from Education Research Complete database: AN9778787 Davis, D. (2006). Character Education in America's Public Schools. Journal of Church & State, pp. 5-14. Retrieved from Academic Search Complete database :20335495 Davis, M. (2003). What's Wrong with Character Education?. American Journal of Education,110(1), 32-57. Retrieved from ERIC: 12218539

  16. References Ellenwood, S. (2006). Revisiting Character Education: From McGuffey to Narratives. Journal of Education,187(3), 21-43. Retrieved from Academic Search Complete database: 25387945 Gable, R., Hester, P., Hester, L., Hendrickson, J., & Sze, S. (2005). Cognitive, Affective, and Relational Dimensions of Middle School Students: Implications for Improving Discipline and Instruction. Clearing House: A Journal of Educational Strategies, Issues and Ideas,79(1), 40. Retrieved from ERIC database: EJ725133 Goodman, J. F. (2007). School Discipline, Buy-In and Belief. Ethics and Education,2(1). Retrieved from ERIC Database: EJ815028. Landau, B., & Gathercoal, P. (2000). Creating Peaceful Classrooms. Phi Delta Kappan, 81(6), 450. Retrieved from ERIC:2770170 McArthur, J.R. (2002). The Why, What, and How of Teaching Children Social Skills. Social Studies,93(4), 183-185. Retrieved from ERIC database:EJ770138 Milliren, A., & Messer, M.. (2009). "Invitations" To Character. Journal of Invitational Theory & Practice,15, 19-31. Retrieved from ERIC: 48480767 Milson, A., & Mehlig, L. (2002). Elementary School Teachers' Sense of Efficacy for Character Education. Journal of Educational Research,96(1), 47. Retrieved from Academic Search Complete database :7254975 Public Agenda, and Common Good. (2004). Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?. Public Agenda. Retrieved from: http://commongood.org/assets/attachments/29.pdf

  17. References Rynders, L. (2006). If You Matter to Someone, There is Always a Glimmer of Hope. Reclaiming Children & Youth,14(4), 215.217. Retrieved from Academic Search Complete:19719036 Sanchez, T. (2006). Harry Truman and The Atomic Bomb: An Excursion into Character Education through Storytelling .American Secondary Education, 35(1), 58-65. Retrieved from Academic Search Complete database: 23130772 Skaggs, G., & Bodenhorn, N. (2006). Relationships Between Implementing Character Education, Student Behavior, and Student Achievement. Journal of Advanced Academics,18(1), 82-114. Retrieved from Academic Search Complete database:24105373 Smith, C.J. (2001). School Discipline and Classroom Management: A Must for Improved Instruction. Walden University Cyberspace Chapter of PDK International. Retrieved from Walden PDK on March 19, 2010: http://waldenpdk.org/newsletters/Smith_SchoolDiscipline.html Vardin, P. (2003). Character Education In America. Montessori Life,15(2), 32-34. Retrieved from ERIC:31806262 Varnham, S. (2005a). Seeing Things Differently: Restorative Justice and School Discipline. Education and the Law, 17(3), 87-104. Retrieved from ERIC database: EJ820184 Varnham, S. (2005b). Citizenship in schools: the gap between theory and practice. Education & the Law, 17(1/2), 53-64. Retrieved from ERIC:18290062 Winton, S. (2008). The appeal(s) of character education in threatening times: caring and critical democratic responses. Comparative Education,44(3), 305-316. Retrieved from Academic Search Complete:33418603

  18. Appendix AParent/Guardian Consent Form Dear Parent/ Guardian, My name is Jacqueline Holzer and I am currently a graduate student at Brooklyn College. I am conducting a research for my thesis class on Character Education. In order to conduct this research I am seeking permission to include you and your child in my study. If you chose to participate I will ask you and your child to complete surveys throughout the research. Your child will participate in class discussions and activities pertaining to character education. All information will be kept confidential and student identify along with school information will remain anonymous. ---------------------------------------------------------------------------------------------------------------- Please Sign and Return Child’s name______________________________________________ ( ) I give my child permission to participate in this anonymous research study. ( ) I do not give my child permission to participate in this anonymous research study. Parent/Guardian signature-________________________________ Date____________

  19. Appendix BParent and Staff Survey 1

  20. Appendix BParent and Staff Survey 1 continued…

  21. Appendix BParent and Staff Survey 1 continued…

  22. Appendix BParent and Staff Survey 1 continued… Milson, A., & Mehlig,L. (2002). Elementary School Teachers’ Sense of Efficacy for Character Education. Journal of Educational Research, 96(1), 50-51

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