Running head: COMMUNITY BUILDING !

Action Research Plan: The Importance of Classroom Community Building

Hillary McBride

The University of Utah


COMMUNITY BUILDING !2

Action Research Plan: The Importance of Classroom Community Building

I recently spent 9 months in a classroom setting in which students’ behavioral issues were

escalating at an alarming rate. Not only were behavioral issues apparent during each lesson in

the general classroom, but they were emerging in other situations such as daily rotations to P.E.,

Library, Art, SPIRE, ELD, and recess. On a daily basis any of these actives were disrupted by:

shout-outs without a hand raised, talking while others were talking, leaving seats during lessons,

laughing at others’ mistakes, bullying those with disabilities, severe levels of tattling, lying, eye-

rolling, starting rumors, and arguing with teachers. With these behaviors disrupting each lesson,

learning was not able to take place; students that were already behind were not able to catch up

and those that were on task were not able to experience the lesson as it was intended.

In hopes to prevent these behaviors, I turned to analyzing my experiences and preforming

more focused observations; I was determined to discover a solution to limit these behaviors and

to provide a better learning environment for all. I began my quest by researching effective

classroom strategies and procedures, which often led to the idea of building a classroom

community. With the lens of community building, I started to notice that many of the issue

behaviors that I was witnessing were deeply rooted in lack of trust, consistency, and a need to

belong. According to research, all of these issues could be resolved with the implementation of a

strong community environment and teaching students how to make connections with each other.

After pairing my experiences and observations with research, I decided to design and implement

an action research plan that incorporated more community building activities and ideas into the

general classroom. It is important to note that I had a differing attitude from that of my mentor
COMMUNITY BUILDING !3

teacher and was only able to implement minor changes into the classroom; however, I accepted

this challenge and was guided by my goal in making an impact upon learning environments.

Classroom Community

Community is an integral part of life; one’s identity is shaped and defined by the

community in which they live. Without the influence of community you cannot be your true self.

With this idea applied to the creation of a classroom environment, one can capitalize upon

already designated norms to establish a culture of caring and unity. As stated by Levine (2003)

“A classroom community is a place where students feel safe both emotionally and physically,

where they feel supported, and where they feel enthusiastic about the discoveries each new

school day will bring. It is a place where every individual is honored and where a sense of

interdependence is built into the culture” (p. 5). When a classroom environment is designed

around the principal that students are individuals with unique needs and talents, and those pieces

of them are respected and valued, they will want to do well and add to the positivity of the

classroom. “There is great pride in such a situation; people are honored for who they are, and a

sense of belonging and collective purpose is fortified” (Levine, 2003, p. 6). It is through this

phenomena that I knew that my classroom needed extra support in learning how to participate

appropriately when interacting with others; with guided instruction and focused study on

community ideals, my students could learn how to become a group that understands the

importance of collective efforts and unity. Through community building activities, students can

become their best selves while giving their peers the respect and empathy necessary to

experience a successful academic journey.

COMMUNITY BUILDING !4

Design

As an educator’s goal is to provide the best learning opportunities for all students, the

learning environment that they create must follow suit. If a classroom environment is not

designed with students’ individual academic and emotional needs in mind, then the classroom

cannot be expected to be successful in promoting opportunities for community building or

development in strengthening relationships. In this project, I came into a classroom that did not

have a strong community structure and relationships were broken; an immediate need for explicit

instruction and modeling to describe the importance of unity and a collective purpose was a

necessity in providing students with the best learning opportunities possible.

In designing a plan to incorporate more community building opportunities in the

classroom, I was challenged with implementing new ideas into the day without taking time away

from core subjects, a main concern of my mentor teacher. With this in mind, I began looking at

the schedule to determine the components of the day that I had full control over. I made a list of

these times which included: the time as students entered the classroom before taking roll, the

time students lined up to go to rotations or bathroom breaks, time before math lessons, time

during interventions, brain breaks, and the few minutes before the end of the day. After taking

note of the moments in a school day that I could use, I designed short, quick activities that could

add community elements into the schedule. For community building activities I used:

individualized greetings at the door, a quick morning meeting before math lessons, positive

language reinforcements during interventions, curriculum-related group games for brain breaks,

recognizing peers during line up time, quick sticky-note student reflections, and classroom shout-
COMMUNITY BUILDING !5

outs. Each of these activities took moments to prepare and gave each lesson a more focused and

motivated collective purpose.

Along with designing activities in which I could add community building, I began to

focus on the type of language that I could use during my interactions with students as well.

Language is a powerful tool that can be utilized to benefit the change in a classroom structure;

positivity does not take time away from instruction and proves to be effective in promoting

respectful behavior. I began to use positive phrases that showcased the importance of

community, respect, and skill abilities. For example, I would praise strategies, problem solving

techniques, and students’ willingness to help others. I would point out specific situations in

which students went out of their way to help others. I would also outwardly recognize students

that had the courage and bravery to share their ideas with the class. On a daily basis, I put an

emphasis on the discovery of ideas and collaborative efforts rather than on correct answers or

expected solutions. With the use of individualized positive language and praise, and the use of

quick activities sprinkled throughout each lesson, I felt confident that I could begin to change the

classroom environment and influence the event of positive classroom behaviors.

Implementation

Implementing community building activities throughout each lesson proved to be an eye-

opening experience. In working closely with experienced teachers, I often heard that there is not

enough time during the school day to add more programs or activities. However, I have seen that

even the simplest change can be added without taking any time away from core subjects. I have

come to see these additions as necessary in creating a strong foundation of a classroom belief

system rather than a new program. If a classroom is properly set up using community ideals and
COMMUNITY BUILDING !6

supportive language, then beliefs and behaviors revolving around empathy, collectiveness, trust,

and respect are successfully development and consistently reinforced.

After much research and a hopeful attitude, I began adding the new activities and

language throughout every lesson. For example, I began the day by greeting the students in the

hallway. I would give them a high-five or a handshake and tell every individual that I was happy

that they were at school - sometimes I would ask them detailed questions or compliment their

readiness. I then would talk to the entire group, giving everyone a chance to share what they did

the night before and to discuss what they were looking forward to doing or achieving that day. I

would also use this time to give everyone an idea of what the day would look like.

After everyone was settled in, I would use small, collaborative games to get the lesson

started. For example, I used a timed game called “Kaboom!” that was based on reviewing times

tables; we played this game before math lessons for five minutes. To play, I gathered popsicle

sticks, wrote times table on them, and put them in cups for each table to have. Each cup had

“Kaboom!” written on one stick - which meant that if you got that stick, you had to put away all

of the sticks that you previously won by giving the correct solution. The students loved playing

this game and frequently asked to play. When they were playing, we focused on using the

correct language to support each other, and to keep their honesty in check. This game was very

successful for many reasons, but it encouraged the use of kind, supportive language throughout

the rest of the day.

As another example during math, I would use brain breaks that involved working with

each other while they moved out of their desks. To get a break, students would play a version of

Rock-Paper-Scissors where they show numbers on their fingers to a partner and multiply them
COMMUNITY BUILDING !7

together. The winner would move on while the other student followed the winner around the

room to cheer them on. This game also supported math facts while reinforcing positive behavior

in watching others progress. This game also allowed for students to work with others that they

may usually not. I enjoyed watching students as they moved around the room in excitement - the

game added to creating a fun atmosphere and a love of math.

In adding to the atmosphere of fun learning, I worked on using positive language during

lessons and intervention groups. As I had the opportunity to work with a group of students to

help support their math learning, I began by focusing on using positive language in identifying

their strengths. For example, I had a student in the group that was the best in quickly stating the

solution to times tables. I encouraged this student, through praise, to help the others when they

got stuck. I had another student that was strong in thinking through word problems, in which I

gave him the role of helping the group discover the answer to word problems. I would let the

group work together to answer the problems, while I guided them with praise that specifically

described their abilities and strengths. This group progressed well through our focused

instruction and I believe that a major component of this success was due to the positive learning

environment we created by our supportive language and responsibility in fulfilling individual

roles.

In utilizing as much time as I could throughout a day, I repeated the idea of positive and

supportive language during transition time. As students would line up to take bathroom breaks

or move to a rotation, I would have students interact with each other by using a few strategies.

Because of behavior issues, I placed students in a line order in which they each had a specific

spot to always line up. Along with their specific place in line, students were given the number
COMMUNITY BUILDING !8

one or two which indicated partners. When students would get in line, I would have them turn to

their partner and give them a high-five and say “Good job in math today!” or “Thanks for

working hard today!” I used this method frequently and switched the sentence frame to match

the activity or learning goal. I would also use this partnering strategy to have them say good

morning to each other and good night when we were leaving. They would say “Thanks for being

a good friend today!” or “Great job in working hard today!” Our class got to the point where

they would do these things without being told or use them during different times during the day.

I was pleased with how well they used these small phrases of kindness and gratitude without

always being told.

One of the most successful community building activities that I added to the classroom

revolved around the idea of gratitude. I felt that the students in my class needed help recognizing

moments in which they could share their gratitude for those around them; I believed that explicit

instruction and modeling of this idea would decrease bullying, tattling, and rumor-starting. To

begin, the class utilized a bulletin board that my after-school club, The Care for the Community

Club, created in the 5th grade hallway. This board was called “Show Your Gratitude Attitude”

and showcased sticky-notes that held phrases of kindness and gratitude for others. The goal was

to think of how a nice note of kindness could positively change someone’s day, give them

encouragement, and show them that someone cares. After a discussion describing the purpose of

the notes, students were encouraged to fill out sticky-notes for someone, taking care to mention

their qualities and strengths rather than their interests. Once sticky-notes were filled out,

students put them on the bulletin board to join the rest; the notes were to stay on the board to act

as constant reminders throughout each day. This process became a staple in our community
COMMUNITY BUILDING !9

building activities, and was used frequently to ensure that students had multiple opportunities to

share their thoughts. Students enjoyed this note-making activity and added notes on their own;

they frequently gathered on their own time to add notes together, making sure that everyone had

a nice message waiting for them. They even secretly posted notes on Mrs. Brown’s door, a

colleague of mine in the University of Utah teaching program, congratulating her on getting a job

and to thank her for her teaching efforts. In a final example, students shared their love of using

sticky-note messages to welcome a student back to our school by secretly leaving notes in her

locker. These ideas were decided and carried out by the class; I stood in the background and

watched with pride as they worked together to share kind words and thoughts with others.

In following the students’ love for providing notes for each other, I used the same strategy

to have students recognize their personal work as well. As my goal was to promote positive

behavior, I added a focus to personal attitudes and personal encouragement. To do this, I had

students fill out a sticky-note describing something that they did that they were the most proud of

for that day. Students were encouraged to think positively about their own work and to find at

least one thing to share. We then showcased the ideas on the board and gave air high-fives,

snaps, or an applause for anyone who wanted to share out loud. After doing this activity, I

realized that students needed explicit instruction in how to look to their own strengths and see the

positive aspects of their work and school day. Students also needed a safe environment in which

to share their ideas; through focused observation, it felt as if they needed permission to discuss

their positive attributes with confidence, afraid of meeting judgement or thoughts of vanity. I felt

that this activity was extremely successful in providing students with more than just positive
COMMUNITY BUILDING !10

thinking; it gave them an opportunity to share their goals and self-confidence with others in a

safe space.

In providing students with the opportunity to recognize their own work and the work of

others, I saw how the process greatly impacted their behavior during the day. I noticed that

students began to use positive language that was filled with kindness, and gained self-

confidence. As this was a goal of mine, I decided to provide students with two more activities

that would give them more opportunities to practice and develop these skills: Class Shout-Outs

and Kindness Week. Each of these activities required students to think and record ideas

throughout the day. Class Shout-Outs were recorded on small sheets of paper that had sentence

frames, and Kindness Week consisted of a week-long chart that was filled out when a specific act

of kindness was enacted. Within these activities, students were expected to be aware of acts of

kindness that they could preform on a daily basis. This awareness was the main goal in these

activities, along with providing students with multiple forms of participating in community

building. Class Shout-Outs were kept in a jar in the front of the room and were read at the end of

the day when we had time. Students would pull a slip from the jar and read it aloud; students

would give snaps when the reader was finished. The best part of the activity was watching

students interact with each other as shout-outs were read. Students cheered, clapped, gave air

high-fives, and congratulated each other on both receiving and giving a shout-out; this event

became their favorite part of the day.

Kindness Week had a similar affect, but was more condensed. Students filled out a pre-

made chart for an entire week, keeping track of the person that they fulfilled an act of kindness

for. This activity gave students specific ideas for what kindness looks like, and how to
COMMUNITY BUILDING !11

appreciate an incoming act. Many of the ideas listed on the chart came from my observations

and guided my decision to promote behaviors that were in need of more practice and support.

The chart included activities such as: sitting with a new friend a lunch, inviting new friends to

play at recess, holding the door for someone, and giving others words of encouragement.

Students were asked to complete the chart within one week, and could not record the same

person more than once. During the week, we reinforced acts of kindness throughout each lesson,

paying close attention to moments in which we could help others. Students then shared their

favorite part of Kindness Week during a discussion; students enjoyed completing the chart and

most added more acts on the back! Students were surprised how easy it was to be kind and were

amazed at the impact it had on their own attitude.

Each of the activities that I added to the classroom had a huge impact on student

behavior. The difference was noticeable across classrooms as multiple teachers began to find

lessons more enjoyable and successful in reaching learning goals. I believe the biggest influence

of this change came with the consistent and structured language used; students were never in a

position to forget what our kindness, collaborative, and positive thinking goals were. Through

this, students began to change the way they behaved with others and themselves, thus positively

changing the classroom environment. As this project added few changes to the classroom for a

short period of time, I believe that this plan could act as a preventative measure when used at the

beginning of the year and in more quantities throughout each school day.

Results

The results of this project were more obvious through observation over time. Students

began to speak differently to each other and themselves about their work and collaborative
COMMUNITY BUILDING !12

efforts. Students’ behavior also changed in the sense of their willingness to be respectful of

others and materials and participate in every lesson. Students were more willing to follow

classroom rules and listen to others as school days became more enjoyable. However apparent

this change in attitude and atmosphere, data in the form of a survey was used to track changes.

The survey asked students to rate their feelings of the following questions from one -to five: I

like school, I feel safe at school, My teachers value me, I put in my best effort at school, I have

friends, My friends value me, I am a good friend, I feel safe on my way to school, I feel safe at

home, and My family cares about me. Following the rated questions was an essay response for:

“If I could tell my teacher one thing about me, it would be…” This survey was mildly successful

as most students gave answers that they felt teachers wanted to hear. Some students, however,

were more honest and upfront about their feelings. I could also see more students opening up

and being more brave to be honest as the project became more familiar to them.

In analyzing the data, I placed a particular focus on the students that had been involved in

bullying, either getting bullied or being the bully. Slowly, those surveys showed that they were

making friends and also being a better friend. I could tell this change from observation as well.

Those students began to think about the impact that their words and actions had on others, and

those that were shy had multiple guided opportunities to learn how to make friends. From this

observation, this project was a success in showing how important community building activities

and positive language are in impacting student behaviors, attitudes, and actions.

Conclusion

This project was a success in providing students with the opportunity to learn how to

appropriately participate in classroom activities and lessons. It showed students the impact that
COMMUNITY BUILDING !13

they have upon others’ lives and their own attitudes and actions; collaboration and self-

confidence were the skills that changed the most within this plan. Students were able to

communicate better, paying more attention to respectful habits in listening and responding to

others. Students also began to go out of their way to preform acts of kindness and friendship,

showcasing the element of trust and unity that was developed during each activity.

From this project, students were not the only ones that benefited from the changes. I was

able to see the importance of focused observation and how to turn those observations into a plan

to solve a classroom problem. I was also able to discover how easy it was to add community

building activities into any lesson and transition time; time was not taken away from core

subjects yet the impact was exponentially influential on changing issue behaviors. While every

issue had not been resolved, students began to see why these components were necessary.

Students could feel the difference that their behaviors made when they were done so in positivity

and respect.

In my future classroom, I will take care to implement community building activities and

positive language throughout every day, beginning on the first day of school and using

reinforcements throughout the year. As I will have more control over the classroom schedule, I

will give community ideals the place they deserve in a classroom by giving a designated time

each day to fulfill their true potential. It is my hope that with this plan in place, beginning on the

first day of school, that I will prevent issue behaviors from occurring and provide support for

students to learn and practice how to treat others and themselves.

COMMUNITY BUILDING !14

References

Alvarez-Ortis, L., Haynes, J., & Zacarian, D. (2017). Teaching to strengths: supporting students

living with trauma, violence, and chronic stress. Alexandria, Virginia USA:

ASCD.

Davis, C., & Kriete, R. (2017). The morning meeting book: K-8. Turner Falls, MA: Center for

Responsive Schools.

Levine, D. (2003). Building classroom communities: Strategies for developing a culture of

caring. Bloomington: Solution Tree.