Respect Within The Hawaiian Classroom

1. Respect Within The Hawaiian Classroom Melinda Myer, Jennifer Kline and Jeff DeMott PSY 420-01 2004/5

2. Purpose To define respect in Hawaiian culture through observing interactions between students and teachers. Through this method we will see the way by which teachers model and reinforce respect and determine behaviors considered respectful or disrespectful. PSY 420-01 2004/5

3. Hawai’i is a more collectivist culture than mainland America. Respect may be a more prominent feature of interaction. According to the Central Union Preschool mission statement: “teachers will reinforce the student’s feelings about themselves, the development of responsibility and self care, and their ability to relate positively and respectfully to others.” By observing a sample of pre-school students in a classroom in Hawai’i we intend to identify the basics of respectful behavior. How the teachers model, reinforce and socialize students’ behavior. Why Study This in Hawai`i? PSY 420-01 2004/5

4. Why is this Psychological? • Minimal research is available on respect in the classroom in Hawaii. We are using a Critical Incident Model and an original qualitative questionnaire to create a construct of respect. • We are examining behaviors of individuals in the classroom to create a generalizable concept of how respect is socialized in Hawaii. PSY 420-01 2004/5

5. Previous studies/theories • Previous research suggests that in the classroom, students learn to show respect through experiences with interactions within the classroom and the school. • In a survey published in the Honolulu Advertiser, January 6, 2005, public schools received a “C” for classroom climate, “which pointed to problems with parental involvement, student absenteeism, tardiness, and classroom misbehavior”. As well, “teachers spend 23-25% of their time disciplining youngsters” (Shapiro, 2005). • All previous researchers include their own theories that we will consider in Hawaii. • Batelaan, Pieter. (2001). • Eurich, G. (1995, November). • Gallimore, R., Boggs, J.W., & Jordan, C. (1974). • Nelson, J.R., & Roberts, M.L. (2000, Spring). PSY 420-01 2004/5

6. Method • Participants: NHOH members and teachers from Central Union. • Sampling Frame: A convenience sample consisting of teachers from Central Union in Hawai’i. • Materials: • We collected data from the questionnaires that NHOH members completed to gain insight on “respect” of the Hawaiian culture and used this to compare to our results from the teachers at Central Union. • Qualitative questionnaire based on values of “respect” cited from Kanahele’s book, which were rated based on their importance in the classroom. PSY 420-01 2004/5

7. Cont’d Method • Observe students and teachers which helped us recognize their methods of how they reinforce, redirect, enforce and model respect. • We worked with teachers in a Hawaiian classroom on Oahu and observed the way they interacted and reacted to the students in the classroom. • We distributed a qualitative and quantitative questionnaire to the teachers as well as observed classroom interactions for a few hours a day over several days. • Our ratings are qualitative and quantitative constructions of our findings in similarities. • Critical Incident Model of behaviors in the classroom were in the questionnaire and teachers were asked to respond to scenario and explain their reasoning. PSY 420-01 2004/5

8. Cont’d Method • The Critical Incident Model (Brislin, et. al., Intercultural Interactions: a Practical Guide) • is useful for understanding the concept of respect: • Gives a situation with multiple responses. The respondent is asked to chose a response and provide an explanation of their decision. • This book, "will also be welcomed by many academicians as a useful way in which to discuss certain social psychological principles, such as attribution processes or dimensions of interpersonal attraction" (p. 7). PSY 420-01 2004/5

9. Cont’d Method • Procedure: • Administered questionnaires to teachers and NHOH members to help construct concept of “respect”. • Had informal interviews with volunteered teachers. • Observed teacher – student interactions in Central Union Preschool classrooms. PSY 420-01 2004/5

10. Concepts and Measures • What are our concepts? • Respect • Values from Kanahele’s book (listed in questionnaire) • What are our variables: • Teachers and their experience in the classroom. • Displayed Behaviors in Classroom (How many times we observe these behaviors that teachers defined as “Respectful”). • Critical Incident Model explanations PSY 420-01 2004/5

11. Cont’d Concepts and Measures • How we measured concepts: • Had teachers rate importance of values- Quantitative (Census,Robson) • Teachers provided characteristics/definition of “respect”. Observed consistencies and commonalities across teacher’s responses and the percent reported for each rating. • Why we trust these measures: • Quantitative- census and calculating the median, range and variance. • Qualitative- Inter-rater reliability (each one of us highlights theme and see if all three of us are focusing on the same theme.) PSY 420-01 2004/5

12. Cont’d Concepts/Measures • Code Sheet: • Questionnaire: Find similarities across teachers in their responses and conduct census on the rated values. • Observation: No code sheet was used since it was qualitative observations. Each researcher took notes on how respect was reinforced, redirected, enforced, and modeled. These observations focused on what information we had acquired from the teacher’s questionnaire and interviews. PSY 420-01 2004/5

13. What are you looking for in the data? • With the data that we collected we attempted to identify “agreed upon” behaviors that are associated with respect in the classroom. Analysis of Qualitative data: • Inter-rater reliability: observed the similarities among responses of teachers and determined reliability across researchers. Analysis of Quantitative data: • Teachers and NHOH members rated values based on their importance to respect and the classroom. We did a census and found the median, standard deviation and variance of these values. PSY 420-01 2004/5

14. Results Here is the questionnaire that Central Union teachers completed: Thank you for participating in our study. Please return this questionnaire and the white copy of the consent for to Mrs. Hook the principal of Central Union. Questionnaire: Respect Within The Hawaiian Classroom Please answer all the questions below based on your own experience and opinions. 1.Age: mean:36 2.Sex: All females 3.What ethnicity (ies) best describes you? Very diverse____ 4.Were you born in Hawaii? _15 yes & 4 no_______ 5.How long have you lived in Hawaii? _Average: 30.3 yrs__________ 6.How long have you been teaching? Average: 10 yrs.____________ PSY 420-01 2004/5

15. Cont’d Results Values of the Hawaiian Culture: Please rate by circling on a scale of 1 (not important at all) to 5 (extremely important), how important each of these Hawaiian values is to how you teach students about “respect” and respectful behaviors in your classroom. • Mālama: : Giving allegiance, respect, or obedience. 4.5 1 2 3 4 5 (Not at all (Somewhat) (Extremely important) important) • Ha‘aha‘a: A fine balance kept between humility and self-respect. 4.3 1 2 3 4 5 (Not at all (Somewhat) (Extremely important) important) • Kūpono: Keeping one’s word. 4.5 1 2 3 4 5 (Not at all (Somewhat) (Extremely important) important) PSY 420-01 2004/5

16. Cont’d Results • Na‘auao: Ability to perceive problems and shed light on difficulties. 4.4 1 2 3 4 5 (Not at all (Somewhat) (Extremely important) important) • Koa: Courage that is physical and the nonphysical. 4.1 1 2 3 4 5 (Not at all (Somewhat) (Extremely important) important) • ‘Olu‘olu: Courtesy. 4.7 1 2 3 4 5 (Not at all (Somewhat) (Extremely important) important) • Lokomaika‘I: The willingness to give. 4.4 1 2 3 4 5 (Not at all (Somewhat) (Extremely important) important) PSY 420-01 2004/5

17. Cont’d Results • Ho‘okipa: The warm and liberal entertaining of guests. 4.1 1 2 3 4 5 (Not at all (Somewhat) (Extremely important) important) • Aloha: Affection, friendliness, and compassion. 4.8 1 2 3 4 5 (Not at all (Somewhat) (Extremely important) important) Please answer the following: 1. What specific behaviors do you consider to be examples of respect in your classroom? Please, Thank you, Normal speaking tone, looking at face when talking, not interrupting, sharing, Offering help, Eye contact, Waiting one’s turn, Listening, Asking for things, Cooperation, Kindness/caring towards people, following directions  2. How are children under the age of 10 years expected to show respect? PSY 420-01 2004/5

18. Cont’d Results 3. To whom are children under the age of 10 years expected to show respect? Elders, Adults, Teachers, Self, Other Students, Their Environment 4. What behaviors are considered disrespectful in the classroom? Why? Loud Voices, Interrupting, Mistreating Materials, Talking Back, Yelling, Not Being Kind to one Another, Hurting on Purpose, Ignoring People, Physical/Emotional Hurting, Breaking Materials 5. Are there ways that children can “misbehave” without being disrespectful? What are these behaviors? Being Hyper, Excited, Being Silly at the Wrong Times PSY 420-01 2004/5

19. Cont’d Results Critical Incident Model: Please read the following scenario and chose the best explanation based on your knowledge and experience. Also please explain why you chose that specific explanation.  1. Two students want to sit in a certain spot at the table for snack. When a teacher explains that one student sat there yesterday so the other may sit there this time, the student who is told they may not sit there becomes upset. He/she raises his/her voice and complains to the teacher that it isn’t fair but after being warned of a punishment, relents and sits in another seat. The best explanation for this behavior is: a)The child’s actions were not disrespectful. b)The child’s actions were disrespectful but only trying to reach a personal desire, not intentionally disrespecting the teacher. c)The child’s actions were intentional to disrespect the teacher and the other student. d)The child’s actions were intentionally disrespectful but the child didn’t want to be punished so he/she stopped. Please explain why you chose the explanation you chose: Eleven teachers answered B, Four teachers answered A, One teacher answered D, and two were unanswered. The most common explanations for B was that the kids at a preschool age are still ego-centric and have a hard time understanding another’s point of view.  Most teachers mentioned that the behavior was NOT intended to be disrespectful. PSY 420-01 2004/5

20. Interesting Observations • Manners • Pushing in their chair • Acknowledged other’s feelings • Good listeners • Independent • Following directions PSY 420-01 2004/5

21. What did we learn • The sample limited our ability to generalize to only private schools in Hawaii. • The expectations of the students behavior are very high, requiring the involvement of the student’s family. • The teachers make the students aware of the expectations at the beginning of the year and this proved to be an effective method for achieving the desired classroom behavior. • Many of the student’s parents have high expectations for them regarding education which influences how the students have been raised. PSY 420-01 2004/5