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An Investigation of Ways to Decrease Behavior Problems and Create a Positive Classroom

Environment
Christina Collins
Gwynedd Mercy University













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An Investigation of Ways to Decrease Behavior Problems and Create a Positive Classroom
Environment
Introduction
In my action research project, I am examining ways to create a positive classroom
environment and decrease behavior problems in the elementary classroom. I believe that young
children are more successful in an environment where positive behavior is taught and modeled
by their teacher. In addition, I believe that by examining ways to increase appropriate behavior
through positive reinforcement, rewards systems, verbal praise and other positive preventative
strategies, a likely outcome is that disciplinary issues will decrease.
This topic is important because a classroom runs more efficiently when behavior
problems occur less frequently. I chose to examine this topic because as a student, I recall being
in classrooms where the teacher lacked control, students were bored or unruly and little learning
took place. I also remember being in classrooms where everyone was engaged, and respectful.
For the most part, I went through grade school and high school with the same group of
classmates, so it was not the students who changed but the teachers. This caused me to wonder
why there was such a difference in classroom climates. As I began my teaching career, I noticed
the same patterns as I observed different classrooms and talked to my co workers. Some
educators teach in classrooms where students are happy to learn and participate in class and
others in classrooms that lacked those traits. I noticed that the teachers who yelled more often
had more behavior problems. This led me to think that a teacher who creates a positive
classroom climate will have less disciplinary issues and happier students.
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In order for teachers to achieve a positive classroom climate, I deem that they must be
trained in implementing these behavioral management techniques and teach these expectations to
their students. There should be a strong emphasis on teaching to the curriculum and on the
targeting and meeting of academic goals set for the year. However, these academic goals are
difficult to achieve if a teacher has a poor relationship with her students and behavior problems
get in the way of learning. Therefore, I believe that appropriate behavior should be taught,
modeled and frequently revisited.
Through this action researched I learned more about what an educator in an elementary
setting can do to create a positive environment where both teachers and students can be more
successful. In order to do this, I examined the following research questions: What are common
discipline problems that occur in elementary classrooms? What disciplinary techniques are
currently being implemented? Are they successful? What motivates students to behave in an
appropriate manner? It is my goal that my research will support the hypothesis that as positive
behavior for teachers and students increase, behavioral issues will decrease and more learning
will take place.






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Methodology
Research Design
As stated above, the action research project examined ways to create a positive classroom
environment. In order to do that, the following research questions were investigated: What are
common discipline problems in elementary classrooms? What disciplinary techniques are being
implemented? Do teachers find these techniques successful? What motivates students to behave
in an appropriate manner? In order to answer these questions, two surveys will be conducted.
One will interview elementary teachers and the other, elementary students. The survey collected
both qualitative and quantitative data to further my research.
Participants
This research was conducted using qualitative, purposeful sampling to survey elementary
school teachers. Certain teachers were specifically chosen due to their experience and insights on
this particular topic. The survey reached 15 Pennsylvania certified elementary school teachers
from kindergarten to eighth grade. The participants included teachers who work at local
elementary schools along with other elementary educators that the researcher knows through
school and social settings to compose this sample. Most of them are white female teachers who
have been teaching for 5 to 30 years. They are experienced teachers who have taught multiple
grades and subjects.
In addition, 14 students were surveyed with the consent of their parents. Purposeful and
convenient sampling was used in order to find students to participate in the survey. The survey
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collected data from students ranging in age from 8-14 with an equal mix of boys and girls. The
sample matched the demographics of the school since that is where the action research will be
implemented.
Data Collection
As stated above, data was collected from elementary teachers and students through an
online survey. The surveys asked mostly opened-ended questions that allowed for short answer
responses. This allowed the researcher to collect qualitative data and to look for common themes
in the survey answers. There were two questions on both the teacher and student survey that
merited a response using a Likert like scale. These questions provided quantitative data that will
be analyzed using descriptive statistics. This data collection method is the best option due to the
time constraints of this action research project. An online survey allowed both the participants
and researcher to have quick and easy access to the survey and to the information collected from
it. The survey was emailed to adult participants and to the parents of student participants for
them to take at their convenience.
Procedures
In order to determine the ways to decrease behavioral problems in the elementary
classroom and increase positive behavior, two surveys were created on surveymonkey.com to
study the specific questions posed in this action research project. The surveys collected both
qualitative and quantitative data on the topic. Then, participants who fit the studys criteria were
chosen using convenient and purposeful sampling. These participants were elementary school
teachers and students from Pennsylvania who are currently enrolled in or teach elementary
school. Next, the survey was emailed to these participants along with an introduction to the
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survey and date when the survey should be completed. If the participant was a student, the
survey was emailed to their parent or guardian. Finally, the researcher accessed the results of the
online survey as the participants complete it and analyzed the data when all participants have
finished it.
Limitations
Limitations regarding participants included the ability to get in touch with a sufficiently
large sample size of students in various age groups during the summer months. In order to
overcome this limitation, the researcher chose elementary students who she knows or was in
close proximity with. In order to find enough student participants, the researcher utilized her
neighbors, parish and tutoring circle and past students to access participants for this study.
Another limitation in regards to the data collection tool was surveying young students
who were unfamiliar with surveymonkey or any online survey. In order to counteract this
limitation, the survey was given to these students as a hardcopy and the questions were read
aloud by an adult.
Analysis
Most of the data collected from the survey was qualitative since the participants were
answering in narrative form. This data was analyzed and placed in categories by looking for
common words and phrases that the participants used often. This information was sorted by
theme in order to interpret the results. In each of the surveys, two questions were asked using a
Likert like scale. In these questions, the participants were asked to rate their feelings about the
positive climate of their classroom. In order to interpret the attitudes represented in this answer,
descriptive statistics was used to analyze the quantitative data. Specifically, each answer was
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assigned a number and the researcher determined the mean and mode based off the number
assigned. The information was then displayed visually in a graph to make the information easier
to understand. The data analysis enabled the researcher to better understand her topic and share
this information with her colleagues.
Results
Of the fifteen teachers surveyed, six taught kindergarten to second grade, four taught
third to fifth grade, four taught sixth to eighth grade and one teacher taught a specials class for
kindergarten through eighth grade. All of the teachers agreed or strongly agreed that their
classrooms were positive environments. When asked to identify the most common disciplinary
issues that they faced, the majority of the elementary teachers identified excessive talking as the
number one disruptive problem in their classroom (60%). Disrespect was listed second (33%).
Other common disciplinary problems identified included not listening/ being off task (20%) and
lack of focus (6%).


My Classroom is a
Postive Environement
Strongly Agree
Agree
Teachers Surveyed
K- 2 Grade
3-5 Grade
6-8 Grade
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Of the fifteen teachers surveyed, thirteen teachers responded that disciplinary problems
interrupt their day 1-5 times, while two stated that they are interrupted 5-10 times a day. When
asked how they handle these discipline problems 80% of teachers either use verbal or
written/visual corrections. 12% stated that they use Brain Breaks, described as opportunities
for their students to get up and move around. 6% of the surveyed teachers identified other
disciplinary methods including taking away recess and contacting parents.
What are the most common discipline
issues you experience in your
classroom?
Calling out/ excessive
talking
Disrespect
Not listening/off task
Lack of focus
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When asked how they encourage appropriate behavior, 53% of teachers indicated that
they use rewards which include candy, a prize box, extra points or extra recess. 40% stated that
they model good behavior. 20% listed reviewing classroom rules and 12% listed praising their
student good behavior. Interestingly enough when asked What do you believe is the best way
to motivate students to behave appropriately? the number one response was specific praise and
verbal encouragement with rewards being the second most frequently listed Other responses
included consistency in discipline teaching the importance of self discipline , and making
transition times smooth.


0% 5% 10% 15% 20% 25% 30% 35% 40% 45%
Verbal Corrections
Written/Visual Correction
Brain Breaks
Other including parental notification, lack of
recess
How Do You Handle Discipline Problems
0%
10%
20%
30%
40%
50%
60%
Rewards which
include candy,
prize box, extra
points or extra
Modeling good
behavior
Reviewing
classroom rules
Praising good
behavior
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Finally, teachers were asked what they have determined to be ineffective ways to
motivate students. The most frequently listed response was yelling. 26.6% of the surveyed
teachers stated that yelling or voice raising is ineffective. One teacher stated that Yelling only
releases frustration and does not teach long term self control. Other answers included empty
threats, ignoring bad behavior correction with no consequence and humiliation.
Results from Student Survey
Of the 14 students surveyed eight were in third to fifth grade and six were in sixth to
eighth grade. When asked if they considered their classroom a positive environment, three
students (21.43%) agreed, seven students (50%) strongly agreed and four students (28.57%)
chose neither disagree nor agree.

When asked, What do you think students get in trouble for most in school? The
choices included disrupting class, disrespectful behavior bullying or list other. 100% of students
answered disrupting class. In response to how teachers handle misbehaviors nine of the fourteen
students indicated written consequence, three students responded loss of recess two listed
contacting parents.
Is Your Classroom a
Positive Place?
Strongly
Agree
Agree
Neither agree
nor disagree
Students
Surveyed
K-2
Third to
Fifth
Sixth to
Eight
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When responding to the question, What makes you want to behave? Five out of fifteen
students mentioned avoiding punishment in their answer. Three students named rewards. Three
students listed that interesting and fun lessons motivate them to stay on task. Two students
stated that wanting to learn motivated them to behave and one student listed respect for the
teacher.


0
1
2
3
4
5
6
7
8
9
10
Written
consequence
like infraction or
demerit
Loss of recess Contacting
Parent
Other
How does your teacher handle
misbehavior?
What Motivates You to Behave?
Fear of Punishment
Hope for Reward
Interesting Lessons
Respect for teacher
Wanting to learn
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The final question requested students to list the three most important things to making your
classroom a happy/positive place? Answered varied, but the most frequently used words
included nice teacher, fun lessons respect calm environment friends and under
control class. Half of the students listed nice or kind teacher as an important component of a
positive classroom.
Conclusion
Through the implementation and analysis of the two surveys the research questions were
answered. 60% of teachers and 100% of students surveyed named excessive talking or calling
out the number one disciplinary issue in their elementary classrooms. Teachers and students
both named written and verbal corrections as the way teachers most commonly deal with
disciplinary issues. The surveyed teachers stated that they encourage positive behavior primarily
through rewards but most listed specific praise as the best way to motivate positive behavior.
Students stated that both fear of punishment and hope for rewards motivate them to behave.
Teachers listed that yelling is the most ineffective way to motivate good behavior. In addition,
students also listed nice or kind teacher as the number one indicator for a happy classroom.
Both the teachers and students ranked their classrooms as positive places, though teachers ranked
their classroom more favorably than students did. These results indicated that teachers who
consider their classroom positive environment implement also emphasize rewarding and praising
good behavior. This is consistent with the finding listed in the literature review. The action
research plan indicates that teachers do influence the climate of their classroom and both
students and teachers yearn for a positive environment.

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Recommendations:
After this action research study, I would recommend that more research be conducted on
the benefits of training teachers on a school wide basis in methods of Positive Behavior Support.
Whole school methods seem to be more effective than individual classroom plans. Additionally,
more research could be conducted on rewards versus praise. This action research plan ranked
rewards as the most common method of motivation, yet teachers thought specific praise is more
effective. Perhaps, teachers lack training on how to praise students effectively or possibly
students respond better to tactile rewards. I would recommend that more research be conducted
in this area to determine more effectively how to motivate positive behavior in elementary school
students.









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References
Mill, G.E. (2014). Action Research: A Guide for the Teacher Researcher. Upper Saddle River,
NJ: Pearson Education, Inc.













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Appendices
Teacher Survey - https://www.surveymonkey.com/s/X956QQ3
Student Survey - https://www.surveymonkey.com/s/XQYNQXV


















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GWYNEDD MERCY UNIVERSITY
Gwynedd Valley, Pennsylvania
Informed Consent Form


Title of Study: An Investigation of Ways to Decrease Behavior Problems and Create a Positive
Classroom Environment

Principle Investigator: Christina Collins
Email address: Collins.christina@gmercyu.edu
Faculty Advisor: Dr. Deborah Schadler
Study Contact Email: schadler.d@gmercyu.edu


Introduction

This is an educational study being done by Christina Collins, a graduate student at Gwynedd
Mercy University, in Gwynedd Valley, PA.
You are being asked to take part in a research study by completing a survey. Your participation
is completely voluntary and you can quit at any time without any penalty.
Your participation in this study will help researchers in their attempt to learn more about
classroom behavior. The details of this study, along with the benefits and risks are discussed
below. Please read this carefully in order to make an informed choice about participating in this
educational research study.
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If you have any questions or concerns about this study, you can email the researchers named
above and they will address your concerns.
Purpose of the Study

The purpose of the study is to investigate ways in which elementary school teachers can decrease
behavioral problems in their classrooms and create a more positive learning environment.
You are being asked to be in the study because you are either an elementary teacher or a student
and your knowledge of the topic will help the researchers gain a better understanding of the
elementary classroom.
Description of the Study
You will participate in a survey, which will take about five minutes to complete. It is comprised
of eight questions in which you will be asked about discipline problems that might occur in your
classroom, ways in which these problems are resolved, and your overall attitude about your
classroom. The answers will be sorted and analyzed and visually displayed using graphs. Some
of your answers might be quoted in research related material but your name or personal
information will not be disclosed. After the research project is concluded, the survey and the
data collected from the survey will be destroyed.
Risks and Discomforts

There are no expected risks from taking part in this study. If you feel uncomfortable with any of
the questions you can skip them or withdraw from the survey. However, if you do not finish the
whole survey, your answers may not be recorded.

There may be uncommon or previously unknown risks. You should report any problems to the
researcher.
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Benefits
You will be contributing to knowledge about ways to create a positive classroom and decrease
behavior problems. After the study is complete and results are analyzed, you will be provided
with detailed results of the studys findings which can be used to improve your classroom.
Protection of Privacy
Your responses will be kept completely confidential. You are not asked to enter any personal
information including your name or email address. Only the researcher will have access to your
answers which are secured on the surveys website. Though quotes from your responses might
be used for research purposes, individual participants will not be named in any report or
publication about this study. Although every effort will be made to keep research records
private, there may be times when federal or state law requires the disclosure of such records,
including personal information. This is very unlikely, but if disclosure is ever required,
Gwynedd Mercy University will take steps allowable by law to protect the privacy of personal
information. In some cases, your information in this research study could be reviewed by
representatives of the University for purposes such as quality control or safety. If any
presentations or publications result from this research, I will not be identified by name.

Decision to quit at any time

Your participation is voluntary; you are free to withdraw your participation from this study at
anytime. If you do not want to continue, you can simply leave this website. If you do not click on
the "submit" button at the end of the survey, your answers and participation will not be recorded.
You also may choose to skip any questions that you do not wish to answer. However doing so
may compromise your answers being recorded.

How the findings will be used
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The results of the study will be used for scholarly purposes only. The results may be presented in
educational settings and the data collected will be analyzed to aid in further investigations on
elementary school behavior problems, student motivation and students and teacher attitudes on
classroom behavior.
Compensation

You will not receive anything for taking part in this study.

Questions

If you have concerns or questions about this study, please contact Christina Collins at
Collins.christina@gmercyu.edu
All research on human volunteers is reviewed by a committee that works to protect your rights
and welfare. If you have questions or concerns about your rights as a research participant you
may contact, anonymously if you wish, the Institutional Review Board at 215-646-7300.

Voluntary Consent to Participate

Participation in this study is entirely voluntary. Refusal to participate will involve no penalty or
loss of benefits to you. You are free to withdraw, or to discontinue your participation in this
study at any time prior to submission.
Your completion and submission of the survey constitutes your consent to be a participant in the
study. Please keep this letter for your records.