Post on 25-Jun-2020
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Classroom Management Strategies and the Classroom Community
Alicia M. Sottung
EDU 657 Masters Capstone Project Proposal
Elementary School Practicum and Research Seminar
Dr. Kimberly Rombach
April 30, 2007
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Abstract
The purpose of the study was to determine whether or not the usage of the
Responsive Classroom© model in coordination with character education and cooperative
learning strategies yield a caring classroom community. The study took place at Lake
Road School in the North Central School district in a first grade classroom. Data
collection took place over two months using focused observations, teacher checklists, and
closed-ended surveys to determine the answer to the following: What classroom
management strategies are effective for creating a caring classroom community?
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Table of Contents
Acknowledgements……………………………………………………………………..…4
Introduction…………………………………………………………………………..……5
Literature review………………………………………………………………………..…7
Cooperative Learning……………………………………………………………...7
Classroom Community…………………………….………………………….…12
Linking Character Education & Community…………………………………….12
The Responsive Classroom©…………………………………….………………14
Methodology……………………………………………………………………………..16
Method and Procedure…………………………………………………………...17
Participants and setting…………………………………………………………..20
Researcher Position………………………………………………………………24
Data collection procedure………………………………………………………..25
Constraints……………………………………………………………………….28
Preliminary findings……………………………………………………………………...29
Finding 1…………………………...…………………………………………….29
Finding 2…………………………………………………………………………32
Finding 3…………………………………………………………………………32
Preliminary discussion…………………………………………………………………...33
Finding implications……………………………………………………………..33
Recommendations for teaching practice…………………………………………34
Recommendations for future research………………………………………...…34
References………………………………………………………………………………..35
Appendix…………………………………………………………………………………37
(A) Research phases……………………….……………………………………..38
(B) Reviewed literature chart…………………………………………………….39
(C) Focused Observation T Chart……………………………………………..…43
(D) Teacher check List…………………………………………………………...44
(E) Student survey………………………………………………...……………...45
(F) Lesson plans………………………………………………………………….46
(G) Student work samples………………………………………………………..68
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Acknowledgements
I would like to acknowledge my advisor, instructor, and project supervisor Dr.
Kimberly Rombach, for her patience, encouragement, and guidance throughout the
course of this project. I am most grateful for her time and expertise.
A very special thank you my cooperating teacher for allowing me to complete my
action research project in her classroom. Her knowledge, time, and input have been
invaluable not only to this project, but to me as an individual and professional in this field.
Thank you for constantly reminding me that I have made the right choices in my career,
for introducing me to the Responsive Classroom© and for enabling me to love first grade!
Thank you to all 21 of the first graders in my cooperating classroom involved in
this study. You made me feel a part of your classroom since day one, and I am grateful
of your receptiveness and brutal honesty.
I would like to thank my colleagues in my MST cohort, especially Megan Kuppel
and Samantha Sorrentino, who offered constant support and guidance. I look forward to
the years to come, when we finally have our own classrooms, and still continue to swap
stories and advice! Friends like you are hard to find. To my best friends from home,
thank you for understanding when I had to temporarily give up our long-standing Friday
nights!
Most importantly, I would like to thank my family, who stood behind me when I
made the decision to switch careers from Advertising to Education. To my mother, for
her tolerance, love, and kindness, and to my father who was convinced I would be a
teacher since I myself was in first grade. I know you’re saying “I told you so” – and for
the first time, I’m not too stubborn to admit that you were right! I love you both.
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Introduction
Teachers nationwide have struggled to find classroom management strategies that
foster the creation of caring, classroom communities. Development of children lies
heavily on their elementary school years, and often their successes are determined by this
particular period of their lives. Researchers have begun to examine methods that best
foster academic, social, and emotional growth concurrently (Kaufman, 2006).
The intent of this study was to examine which classroom management strategies
yield caring, classroom communities. More specifically this study focuses on a
classroom that utilizes the Responsive Classroom© model, and then examines
implementation of lessons that foster character education and cooperative learning.
Analyzing student responses, teacher checklists, and student observations both before and
after implementation of the lesson plans provide insight into whether or not a sense of
community is established or strengthened, showing a correlation between character
education, cooperative learning, and the Responsive Classroom©.
Classroom management has long been defined as strategies that educators use to
ensure that lessons and instruction run uninterrupted from disruptive student behaviors
(Webb, 2007). Theories such as Curwin and Mendler’s Discipline with Dignity, Dr.
Thomas Lickona’s Character Education Movement, as well as the Northeast Foundation
for Children’s Responsive Classroom© have been developed in the effort to improve the
effectiveness of classroom management strategies, as well as foster caring, respectful,
and virtuous members of society.
Evolving theories regarding classroom management strategies have fueled a push
for the development of appropriate social curriculum in elementary classrooms.
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Character education and cooperative learning alike give students the opportunities to
have positive interactions throughout the school day, as well as develop improved
behaviors, responsible and respectful community members, and cooperative, engaged
members of society. It has been suggested that social curriculum does not have to replace
academia, but rather can be taught in corroboration with each other. Dr. Lickona states
the following:
Once schools have this basic understanding – that good character is needed for
both interpersonal relationships and person achievement, for social responsibility
and academic responsibility – the false dichotomy between character education
and academics disappears. Virtue is human excellence. To be a school of good
character, a community of virtue, is to be equally committed to two great goals:
intellectual excellence and moral excellence (Lickona, 2004).
The number of schools that have adopted such programs is evidence in itself that
there is a belief and a backing in social curriculum. There is little research however, to
examine in which classroom management strategies that have a strong basis on social
curriculum foster children’s academic and social growth most efficiently (Kaufman,
2006). The question of effectiveness has been explored in this Action Research project.
The first section of the following thesis contains a review of literature on all three
areas of interest to this study: cooperative learning, character education, and the
Responsive Classroom©. The literature review provides exploration, as well and
comparisons between the three models, as well as their anticipated effectiveness.
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Literature Review
Educators nationwide have understood for many years that practices and
management strategies are critical in fostering children both socially and academically
(Kaufman, 2006). Ideas regarding effective classroom management strategies have been
debated and discussed for decades, all with the hopes of creating a safe, caring, learning
classroom community. In recent years, classroom management has seen a shift from
strict guidelines for discipline to the organization and structure of a classroom and
beyond.
Prior studies on classroom management strategies and classroom communities
have been reviewed in the attempt to answer the following question: What classroom
management strategies are effective for creating a caring classroom community?
For the purpose of this study, I have focused on studies of two of the many
classroom management models: Cooperative Learning Classrooms and the Responsive
Classroom© Model. The findings of these studies have been placed into the following
categories: (a) cooperative learning, (b) the creation of a classroom community, (c)
linking cooperative learning and character education, and (d) the Responsive Classroom©
model. The fifteen sources used in this review will be analyzed, discussed, compared,
and contrasted in the following pages.
Cooperative Learning
The foundations of cooperative learning can be dated back to the early 1900’s and
theorists such as Piaget’s Sociocognitive Theory, Vygotsky’s Sociocultural Theory, and
the Behavioral Learning Theory: all suggestive that not only is human interaction
necessary for survival, but children learn best when provided opportunities to interact
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with other children. (McDevitt & Ormorod, 2007) Piaget’s theory of cognitive
development for children was of the first to dissect the ways in which children understand
their world. Piaget described this development in four stages: sensorimotor,
preoperational, concrete operations, and formal operations. In each stage, development is
based on constructing meaning of new experiences based on old ones (McDevitt &
Ormrod, 2007) While the ideas of cooperative learning extend far beyond hands on and
group based activities, one may link parts of cooperative learning with Vygotsky’s
construction of meaning. As children make mistakes, try new things, and explore new
ideas, their previously constructed meaning is reexamined, creating new experiences that
stem from the old (Northeast, 1997).
Vygotsky’s theoretical perspective on children’s cognitive development was
placed upon society and culture, which he entitled the Sociocultural Theory. In this
theory he stated that children’s learning was based on significant interactions with other
individuals, both children and adults alike. Peer interaction is discussed through actual
developmental level and a child’s level of potential development. A student’s actual
developmental level is the tasks he or she can independently perform, while level of
potential development describes tasks a student can perform with assistance. (McDevitt
& Ormrod, 2007) Vygotsky’s theory concludes that because of the nature of cooperative
learning strategies and the assurance peer interaction and assistance, there is an increase
in the amount of tasks students are able to perform. Another implication made by
Vygotsky was that the highest performing individuals are able to talk themselves through
difficult tasks. Cooperative learning strategies give an outlet for students to share their
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strategies out loud, allowing for discussions on the best way to reach the result of a
problem. (Slavin, 2000)
In the beginning of the 20th
Century, philosopher John Dewey described a model
of instruction in which children would learn best by seeking and discovering knowledge
rather than have it taught to them through classic lectures and readings. This would later
be referred to as inquiry based instruction, or the modern beginnings of the Cooperative
Learning movement (Webb, 2007).
Hijzen et. al states that cooperative learning extends much farther than simply a
teaching strategy, but how effectively students might learn from one another as well as
their ability to accomplish given tasks as a functioning group (2006). Furthermore Hijzen
et. al. states that much of its efficiency is based on whether or not the students have a
positive perception of cooperative learning, and their belief in their social skills to
participate in whole groups (2006). Numerous studies have been conducted with findings
that suggest that cooperative learning strategies are successful for a large range of
curriculum content, using an even wider set of skills for students (Gilles & Ashman,
1997). Findings suggest that students tend to take away more than contextual knowledge
from the implementation of cooperative learning strategies, including leadership
capabilities, and the development of ethnic and racial acceptance. As such, students
across all levels, whether at elementary, commencement, collegiate or graduate level can
benefit from such strategies, affirming that students can be part of a cohesive team while
maintaining a personal sense of accountability and accomplishment (Webb, 2007).
Cooperative learning strategies tend to take away a sense of competition, which
can sometimes result in a sense of failure. It has been said that those who enjoy
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competition are those who have a sense that they can succeed at that particular task,
excluding those who might feel less capable. The main goal of cooperative learning is
reduce the risk of failure, and increase the likelihood of success for all (Webb, 2007).
Madrid et. al. explored the ideas of team competition versus team cooperation,
studying bilingual children learning English spelling words in three different settings.
Over the course of three different weeks, their teacher changed the dynamic of the
classroom in three separate ways. The first week the children were asked to compete
against their peers to accumulate points for their own teams, the second week the students
were told they would be accumulating points for all to share, and the third week utilized
standard teacher instruction, where each individual student would accumulate his or her
own points. The results of this study suggested by a large margin that peer tutoring, or
cooperative learning, increased the number of correct responses and desired student
outcomes. Cooperative based learning resulted in a 12.6% higher number of correct
responses than competitive peer tutoring, which was 44% higher than teacher-led
instruction, affirming their initial belief that peer tutoring would benefit the subjects in
their study. (Madrid, 2007).
It has been suggested that cooperative learning strategies not only increase
academic achievement in the classroom, but students have also shown an increase in self-
esteem (Slavin, 1981). There have been several studies that have explored the idea that
cooperative learning may also improve race relations, and give children a greater
acceptance of children outside of their own socioeconomic status. Slavin and Oickle
studied the relationship between cooperative learning strategies, student achievement,
and the relationships between different ethnic and racial backgrounds (1981). Their
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findings were indicative of a strong correlation between cooperative learning strategies
and higher desired student outcomes in minority students, also stating that non-minority
students also gained from the cooperative learning environment (Slavin & Oickle, 1981).
Madrid et. al. suggested a possible link between non-minority students performing
better than non-minority students during cooperative learning strategies in American
elementary classrooms. The culture of the United States is competitive in nature, making
it difficult for multicultural children whose cultures are based on cooperation, not
competition, to successfully integrate into the United States school system (Madrid et. al.,
2007). The foundations of cooperative teaching stem from the idea that it is necessary to
decrease the feelings of risk and competition where somebody must win, and somebody
must lose.
Prior studies’ findings indicate that cooperative learning can be successful with
gifted students as well. Melsner’s findings suggest reading comprehension may improve
when implementing cooperative learning strategies with gifted students when they are
grouped both homogenously and heterogeneously (1999). Grouping gifted students with
one another may decrease their self esteem Melsner explains, because of an increase in
competitive feelings between one another (1999).
The effectiveness of these strategies tends to rest on the dynamic of each group,
for example the level of student elaboration strategies. Veenman et. al. found that
students who have the ability to construct meaning and explanations rather than simply
restate their solution are found to have learned more from their experience (2005).
Gilles & Ashman’s findings suggest that cooperative learning strategies are best
utilized for educators who need to reach a wide range of learners with diverse abilities
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and skills (1997). This enables more students to benefit from not only from one another,
but from the instruction as well.
Classroom Communities
It is necessary to create environments where students feel safe and unthreatened,
where there ideas can be expressed without the fear of being ridiculed and their
contributions to the classroom are taken seriously (Sapon-Shevin, 1999). While the
meaning of community varies from person to person, it is easy for individuals to identify
with feeling as though they were a part of a community, large or small.
Sapon-Shevin states:
The benefits of classroom community – a sense of connectedness, trust,
interresponsibility, and safety to take risks – are important in and of themselves.
But establishing a strong classroom community also lays the groundwork for
powerful academic growth, enabling teachers to work on students’ reading,
writing, and math skills within a classroom environment that supports
acceptance of multilevel teaching, accommodations, and diversity. (Sapon-
Shevin, 1999, p. 33)
The attributes of community as described by Sapon-Shevin can be found in the
foundation of character education movement. You cannot have community, and students
being contributive, responsible and respectful towards one another without character
education.
Character Education and Cooperative Learning
Social curriculum or what is now referred to as character education has seen a
nationwide initiative to be incorporated in our everyday teachings in the United States
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classroom. The movement has altered the teacher’s responsibility to create caring, ethical,
productive individuals, ready for today’s society. This intentional, proactive effort’s six
main values are the following: citizenship, caring, trustworthiness, respect, responsibility,
and fairness. Suzanne Rice analyzed Martin Luther King, Jr.’s speech entitled “Ethic of
Love” stating the following:
Beyond the curricular implications, King’s ethic highlights the need to attend to
the social, economic and political conditions that shape human character and
provide a critical perspective from which to consider contemporary school
practices undertaken in the name of “character development.” (Rice, 2004, p.
363)
King recognized the need for educators to implement social curriculum in schools in
hopes creating an ethical, loving population. When these values are proficiently and
effectively taught to students, we will begin see contributive members of our democratic
society, the main goals of character education.
A study done by the Character Education Partnership entitled What Works in
Character Education: A research-driven guide for educators used data regarding character
education implementation in 33 different schools to determine which aspects worked in
elementary classrooms (2005). Character education has been defined in several ways
according to Berkowitz and Beir, including the following:
Character Education is any deliberate approach by which school personnel, often
in conjunction with parents and community members, help children and youth
become caring, principled, and responsible. (Berkowitz and Beir, 2005, p. 2)
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There appeared to be overwhelming data to conclude that when implemented correctly,
character education can improve social and emotional development of children. These
guidelines for effective strategies include the following: professional development, peer
interaction, direct teaching, skill training, explicit agendas, family and community
involvement, providing mentors and models, integration into academic curriculum and
using a multi-strategy approach (Berkowitz & Bier, 2005).
A need for social curriculum in our changing world is the very basis for The
Northeast Foundation for Children to create a new classroom model that is accessible for
teachers to implement character education: The Responsive Classroom.
The Responsive Classroom©
The Northeast Foundation for Children developed a classroom management
model in response to the increasing need for social curriculum to be taught in American
classrooms. The reinforcement of the Golden Rule, treat others as you wish to be treated,
is one of the many founding principals. (Northeast, 1997) Links to both character
education and cooperative learning, as well as the development of social curricula can be
seen throughout each component of The Responsive Classroom©.
The Responsive Classroom© model is based on six key components to achieve
both academic and social goals throughout the school year. These components share
many of the same core values as noted in many character education programs, including
cooperation, empathy, trustworthiness, and responsibility. The six keys are as followings:
(a) classroom organization, (b) morning meetings, (c) rules and logical consequences, (d)
academic choices for students, (e) guided discovery of learning materials, and (f)
assessment and reporting to parents. (Northeast, 1997)
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Key concept 3, or rules and logical consequences, is the most related to the idea
of classroom management. In the Responsive Classroom© model, teachers are instructed
to use proactive discipline to develop behaviors in line with optimal learning (Northeast,
1997). Rules are created to support to goals and hopes for the year in the classroom, and
are created in conjunction with the children. It is necessary to keep the rules short and
concise so they are easily followed, as well as children are provided the opportunity to
practice and discuss those rule so they can be easily applied when making choices
regarding behavior. Responsive Classroom© also offers suggestions on how to structure
consequences for rule violations, including guidelines for time-out to encourage positive
and realistic punishments. (Northeast, 1997)
Offering students academic choice is also a major component of Responsive
Classroom©, which can be linked to cooperative learning. The Northeast Foundation
states that in order for students to learn new material they must have a vested interested in
what they are learning, which relates back to Vygotsky’s Sociocultural Theory and
construction of meaning. They conclude that when there is interest, students take risks
provided by academic choice. For students to take risks, they must first feel a sense of
community, and that their opinions will be respected. (Northeast, 1997).
A study done by Kaufman explored the reliability and usefulness of the
Responsive Classroom© model. Three schools in the same district implemented the
model while the three others continued without using it. The findings overwhelmingly
implicated that not only did children who were in Responsive Classrooms© improve their
math and reading test scores, but also that teachers felt more positive about teaching, as
well as children felt more positive about school, teachers, and their peers (Kaufman,
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2006). She concluded that when classrooms foster a caring environment, they are
conducive to children with excellent social skills, and tend to be higher-achieving
individuals Kaufman, 2006). Her evidence served as a back-up for Dr. Steven Elliot’s
findings conducted in 990 that suggested that the Responsive Classroom© model yielded
students with strong social skills, and improved scores on the Iowa Test of Basic Skills,
as well as a correlation between the two (Elliot, 1999).
Summary
The creation of an environment where children feel safe, secure, and can grow
and learn both academically, socially, and emotionally is perhaps one of the most crucial
things teachers can give their students (Kaufman, 2006). Classroom management
strategies like the Responsive Classroom© help foster that growth using methods such as
cooperative learning and character education implementation to teach our students how
they can manage their own selves, and ultimately lead virtuous lives that support the
creation of productive, contributive members of society.
Method
There are a large number of studies on classroom management strategies and their
effectiveness on students’ interactions with one another, but little to none when it comes
to combining The Responsive Classroom© model and cooperative learning strategies.
The purpose of this study was to explore the combination, and ways in which general
education teachers can utilize classroom management strategies to positively influence
the nature of their students’ interactions, attitudes and behaviors with one another by
investigating the following question:
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What classroom management strategies are effective in creating a caring
classroom community?
Qualitative research methods were used during this research project for several
reasons. Behaviors and attitudes are generally not quantifiable, and might not be
indicative of what behaviors or attitudes were actually observed. Because the feelings of
community are subjective, it was necessary to determine those feelings using three
separate methods of quantitative research to better understand those feelings.
Method and Procedure
Qualitative research methods were used to gather data over the course of two
months. During that time, field notes were used to make focused observations to collect
data from participants. Focused observations were supplemented by teacher checklists
(see appendix C for a sample of the checklist) to indicate whether or not cooperation
skills were obtained and when. (Johnson, 2005)
Surveys were also used at the beginning and end of the data collection, utilizing
closed-response questions to obtain quantifiable data (see appendix D for a copy of this
survey) (Johnson, 2005).
Focused Observations
I began participant observations as soon as I entered the Ms. Phillip’s classroom.
Johnson described observations as things that could be potentially important, or that catch
your attention (2005). During all phases of this action research plan, I made focused
observations on the students in the classroom or on the playground. Appendix A shows
all five phases of data collection for this study. Watching students in this environment
provided me the opportunity to see the participants in a less structured environment,
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which can be indicative of their social and emotional developmental levels (Johnson,
2005). It was necessary to observe both in the classroom and on the playground to see if
their behaviors changed when their environment changed (Johnson, 2005).
My observations focused primarily on their behaviors and attitudes towards one
another during their free time to understand the types of relationships the students had
with one another. For example, I noticed immediately that there was a divide between
the boys and girls during playtime, and very rarely did I observe them mixing groups
when they were allowed to choose independently. Observations such as these should be
taken into consideration to understand the context in which the students already were
cooperative with one another, and instances where a sense of community was not felt,
and their cooperation could be improved. Observations also included any important or
relevant event that I saw occur during the time I was in the classroom. I recorded these
observations based on what I saw taking place during this time using a T-Chart of
behavior observed and my analysis for that behavior to be reflected upon after I had left
the site (Johnson, 2005).
Choice time lasted generally 15 minutes in each observation, either in the
classroom setting or on the playground located directly outside of the school. I chose to
observe during this period because this is when the participants had the most
uninterrupted interaction with each other. In all instances, I did my best to make the
students feel comfortable in their atmosphere, and to be as least distracting to their
natural environment as possible (Johnson, 2005).
During their choice time, the students seemed generally unaware of my presence
and more concerned with the activity that they were engaged in at that time, as I had very
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little interaction with them while I was observing and recording field notes. On the rare
instances that conversation was initiated by a student, I would inform them that I was
trying to learn from their play (Johnson, 2005).
Teacher Checklists
In addition to participant observations, I utilized teacher checklists in order to
determine whether or not I saw specific behaviors. A copy of a blank checklist that I
used can be found at Appendix C. Checklists are often used during Action Research to
observe attributes like behaviors and skills (Johnson, 2005).
I began using the checklist after my participant observations became more
focused on behaviors I specified as cooperative or non-cooperative. On the typed
checklist I would write the date of the observed behavior and simply whether or not that
behavior was observed in the participants during their center time. Skills were given a
“M” if they had been determined mastered, “I” if they had shown some level of usage,
and “N” for no usage (Johnson, 2005).
The checklists served as a supplement to my participant observation, and occurred
within the same context and often at the same time as I recorded my observations. I
thought it necessary to utilize teacher checklists instead of student checklists because of
the grade level, and the understanding that I was more able to determine cooperative
behavior with little bias (Johnson, 2005). These checklists also served as a guide to the
lesson plans I would later implement, to determine which skills should be worked on in
hopes of the creation of a more caring classroom community (Johnson, 2005).
Closed-Response Surveys
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I chose to use closed-response surveys during this action research project to
obtain quantifiable data regarding the student’s feelings of their classroom community
(Johnson, 2005). I distributed this survey before I implemented any lessons using
cooperative learning skills, and then redistributed the same survey once the lessons had
been completed. A copy of this survey can be located at Appendix D. Johnson states
that using closed-ended questions may pose problems such as a response not being listed,
however I chose to use an attitude scale with pictures and also gave the students the
choice to not respond if they did not want to (2005).
I gave a short 5 question survey to each student each of the two times they were
implemented. All participants took the survey at the same time, and I read aloud the
questions to eliminate any correlation between what the questions asked and reading level
of each child. I asked the students to circle the face that was most alike to how they felt
about the question to indicate their level of agreement (Johnson, 2005), and then
collected them after they were finished. I believe the students felt comfortable with me
as their instructor during this time, as I have been in this particular classroom for several
months, two days a week, implementing lessons in their environment and throughout
their normal school day.
Participants and Setting
It is essential to understand who the participants were and what their settings were
during this Action Research project because of the small sample size used throughout the
duration of my data collection. It also is valuable to understand the composition of the
school district and in particular the school to get a better understanding on the perspective
of community.
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The participants in this study were all twenty one students in Ms. Phillips first
grade class, at Lake Road Elementary in the North Central School district. The district is
located in Upstate New York in a suburban community, on the outskirts of a major city in
the state of New York. The classroom placement was determined by my university, The
State University of New York at Cortland to satisfy my one hundred hour practicum
assignment. This University specializes in the field of education:
SUNY Cortland is home to the largest comprehensive teacher education program
in New York and the 10th largest among public institutions in the U.S. Now in its
134th year, Cortland educates more teachers than any other New York college or
university by integrating a strong foundation of liberal arts and sciences with
theory and application in teaching. (http://www.cortland.edu/education/)
All students were granted permission to be a part of this action research project
from my cooperating teacher as it fit within the normal parameters of classroom
instruction. Written permission from the principal of this particular school was granted
as well. All observations took place within the classroom and/or on the playground
during the five hours a day, two days a week I was placed there. Timing of focused
observations were determined by the time that choice time began, usually after their
lunch period from 11:15am – 11:45pm, and before their specials, which began at 1:40pm.
The North Central School District is comprised of 10,188 students. The district
has a total of seven elementary schools, three middle schools, and one high school. The
chart below illustrates the district based on racial profiles in 2004.
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www.schoolmatters.com
In particular, Lake Road School is a kindergarten through fourth grade Title I school,
comprised demographically of 573 students. The student teacher ratio is 15 to 4, and the
total number of students eligible for free lunch was 102.
Lake Road School looked rather small in appearance, surrounded by residential
area with homes in every direction. The school is setup in a square, with a large
courtyard in the center that is maintained by the Garden Club. There are benches, trees,
and a gazebo to play in. The school also has two playgrounds: one on each side of the
front of the building.
The main office is directly in front of the main entrance door. Each visitor is
asked to sign in, and then directed your specified location. The walls are covered with
student art work, poetry, pictures, and in particular a bulletin board with paper cut-out
hands entitled “High Five Awards.” Awards are granted to students that demonstrate
character education traits that are discussed during their Monday Morning Meetings.
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These meetings begin at 9:00am every Monday, and the whole school is in attendance to
discuss current events, give awards, see presentations, etc.
The remainder of the hallways, and surrounding my classroom were painted with
murals that relate to children’s literature: for example, The Very Hungry Caterpillar and
Goodnight Moon.
The districts mission statement mimics the beliefs of character education: “The
North Central School District community is committed to ensuring that all students
achieve success through relevant and rigorous school-work preparing them for life-long
learning and full participation in our society while empowering them with knowledge,
skills and attitudes valued by society.” There is also an emphasis on character education
in at Lake Road, as noted in the school promise: “Students at Lake Road School know the
right thing, choose the right thing, and do the right thing” and pledge: “Lake Road School
is a place to learn, I promise to always do my best and allow others to learn. Lake Road
School is a place to be safe and happy: I promise to come to school with a positive
attitude and to act in a safe manner. Lake Road School is a place to be a good citizen: I
promise to respect myself, my school, and others.”
My cooperating teacher Ms. Phillips has been teaching first grade for 35 years at
Lake Road School and is one year from retiring from the school district. She is the
supervisor of the student placements at Lake Road, and takes university students in her
classroom as often as she can. She volunteers her time in several activities within the
school, including the Character Education committee and Building project committee.
She also volunteers and the local zoo, spending much of her free time there.
Management and Community
24
Her classroom is filled with student art work, books, games, a row of computers,
three rows of desks, a bathroom, an extra sink, and a large carpet that is used for the
majority of instruction and Morning Meeting. While Ms. Phillips closely follows the
Responsive Classroom© model, the classroom itself is cluttered and has no apparent
organization structure – one of the six components of that model. The students are
responsible for their two classroom pets, both of which are guinea pigs. Ms. Phillips
gives a lot of personal responsibility and choices to the students, and the discipline
structure in the classroom is a “stop light” design. All students begin the day at green –
signifying that they do not lose any play time. For each poor behavior choice, which is
determined by her, they move through a series of yellows that indicate they have lost
some of their playtime, and a final red, which refers them directly to the principal. I have
also noticed that the students all know and use rhymes as a reminder to do specific things
or for behaviors in their classroom, for example when lining up for the hallway, they say
“My hands are hanging by my side, I’m standing straight and tall. My eyes are looking
right ahead, I’m ready for the hall.”
The class was comprised of eleven girls and ten boys, twenty of which were
Caucasian. There are three individual education plans, all of which are speech IEP’s.
There are not any behavioral IEP’s in this particular classroom, and there are not any
teacher’s aids or assistances. All students spent their days in general education
classrooms.
Researcher Position
I am a graduate student, currently enrolled in the Masters of Science in Teaching
program at the State University of New York, working on a Capstone Action Research
Management and Community
25
Project. I have been working on this project during my EDU 657: Elementary School
Practicum and Research Seminar course, during my 100 hour practicum. I attend Lake
Road School on Tuesdays and Thursdays from 8:30am until 1:30pm.
SUNY Cortland is located in the rural community of Cortland, New York, where
I also graduated Cum Laude with a bachelor’s degree in Public Relations and Advertising.
I attended both elementary school and high school in a very rural community of Upstate
New York, where I graduated with a class of less than 90. The district that I attended had
only one elementary school that was K-6, and one high school that was grades 7-12.
I have completed several research classes, including Communication Research
and Inquiry into Teaching, Technology and Research, as well as completed the Course in
the Protection of Human Research Subjects to qualify as a student researcher.
Data Collection Procedures
Data was collected over a two month period during the second semester of the
college school year, which began in March. The data collection time frame is important
to take into consideration because the rules and routines of this classroom have already
been in place for seven months. The students have already known each other for that
time period, and their relationships with one another have already been established.
Along with quantitative data, qualitative designs have been used in data collection, so it is
important to understand how I came to measure them as well.
Accuracy and Credibility
Using your findings after an action research project has been completed is the
goal of the design, and in order to use the findings your data must be both accurate and
credible (Johnson, 2005). It was my ultimate goal to ensure that the data I collected was
Management and Community
26
authentic, trustworthy, and the true picture of the reality that I observed. Johnson
indicated seven steps that would help to ensure that data collection remained credible,
including describing all phases of data collection and analysis, which can be found in
Appendix A (Johnson, 2005).
I also tried to ensure that my observations and interpretations were as unbiased as
possible, to see all situations as clearly as possible (Johnson, 2005). I also included
several data sources to be as accurate and credible as possible in finding similar patterns
in behavior and attitudes (Johnson, 2005). When making observations I wrote down
everything I saw and heard as efficiently as possible. During times that I used teacher
checklists, I was careful to observe as many students as possible, and remain objective
when determining whether or not they had mastered the skills prescribed on the checklist.
Validity
Validity has been determined as the way in which your data measures what a
researcher has claimed to measure (Johnson, 2005). To establish validity, I attempted to
collect a variety of samples over a course of as much time as allowed. I implemented a
series of lesson plans in an attempt to discover if teaching community builders with a
combination of usage of the Responsive Classroom model could create a stronger
classroom community. Lesson plans can be found at Appendix E. Data collected was
observations of behaviors that are generally associated with a classroom community.
Surveys were also given to interpret student feelings regarding their friendships and
connections with fellow students both before after lesson plans had been implemented to
allow for a comparison.
Triangulation
Management and Community
27
Another way that a researcher ensures that the data that has been collected is
accurate and credible is by increasing the number of ways one observes a particular
subject (Johnson, 2005). For the case of this action research project, the triangulation
looks as follows:
I have used three ways in which to observe the participants in this study, looking at the
subjects from multiple perspectives in hopes of seeing students’ behaviors and attitudes
towards one another from all sides (Johnson, 2005).
Reliability
Generally reliability refers to the degree in which a study can be repeated and end
up with the same results. However, it is important to understand that in the context of all
action research, and in particular this project, that the goal is not to replicate the study but
rather look for reoccurring themes within our data (Johnson, 2005). The findings of this
Teacher
Checklists
Closed
Ended
Surveys
Formal
Observations
Subject to be
observed
Management and Community
28
study should not be over generalized into a larger population because each aspect of this
study pertains to this particular classroom. This action research project is context
specific in that the lesson plans and observation structure have been set up specifically for
the participants of this study.
Data Analysis Procedure
I began analyzing data shortly after I collected it from the classroom, as described
in the formal observations. During these observations I utilized a T Chart, which
behavior observed on one side, and analysis or thoughts on that behavior on another. I
then analyzed the data once again after I was finished making teacher observations, and
after I collected all of the student surveys when the lessons were finished being
implemented. I looked for reoccurring themes in my data and began moving them into
initial categories (Johnson, 2005). I then used those codes to establish meaning to my
data inductively (Johnson, 2005). The following chapters will discuss the themes that
have emerged from this data, in particular how classroom management strategies may
create caring classroom communities.
Constraints
There are several constraints to take into consideration when reviewing the
remainder of this action research project. The sample size of this project is small, and
may not be indicative of a larger population’s response to the Responsive Classroom and
cooperative learning. Also, my time in the classroom as well as on the scope of the
project was limited. I was only able to observe on Tuesdays and Thursdays, from 8:30am
until 1:30pm, for a two month period. And finally, this research project is the first that I
have conducted of this nature, which has a possibility of confounding the results.
Management and Community
29
Preliminary Findings
The preliminary findings of this study are promising in support of the Responsive
Classroom approach in corroboration with character education and cooperative learning
lesson plans. The themes that emerged were taken from all three methods of collecting
data: focused observations, teacher checklists, and the closed-ended surveys. Each theme
provided insight into the following question: Which classroom management strategies are
effective in creating a caring, classroom community.
The three key findings that emerged were (a) children in this particular classroom
had a generally positive attitude towards school, one another, and their existing classroom
community prior to lesson plan implementation; (b) students were more aware of
courtesy and manners with one another and their teachers after lesson plan
implementation during their choice time; and (c) peer interaction increased.
Finding 1: Children in this classroom have a generally positive attitude towards school,
each other, and their existing classroom community prior to lesson plan implementation.
Before implementing any lesson plans with character education themes or
cooperative learning strategies, I gave the 21 students in Ms. Phillips classroom the
following survey:
• Question 1: I am friends with my class. ☺ � �
• Question 2: I help my friends when they need it: ☺ � �
• Question 3: Our class follows the rules. ☺ � �
• Question 4: I share during class. ☺ � �
• Question 5: I play with my friends without arguing. ☺ � �
Management and Community
30
The students were asked to fill in the face that corresponded with their feelings to each
question. In order quantify the following data for easy interpretation, I have assigned
numerical values to each response. I assigned 10 points for every ☺, 5 points to each �,
and 1 point to each �. 21 students responded, giving each question a possible 210 points.
The corresponding table represents the number of responses to each of the questions
before the character education and cooperative lessons were implemented:
0
50
100
150
200
Question
1
Question
2
Question
3
Question
4
Question
5
Happy
Middle
Sad
Question 1 Question 2 Question 3 Question 4 Question 5
Mean 9.76 8.81 7.71 8.43 8.19
Median 10 10 10 10 10
Mode 10 10 10 10 10
Range 9 9 9 9 9
Standard
Deviation
1.09 2.18 3.18 3.04 3.11
Average
Deviation
from Mean
0.24 1.19 2.29 1.57 1.81
The following statistics implicate that the students in Ms. Phillips classroom have
a positive attitude towards the previously established classroom community, a finding
that also emerged through focused observations. There were several instances that I
witnessed where students in this classroom had already been working together
cooperatively. The following conversation between the students and their teacher
Management and Community
31
represents one students forgetfulness and remembrance of the established classroom rules,
as well as the students ability to answer as a whole group during lessons:
T: Today we’re going to reading “Frosty the Snowman!” Can you tell me which
one of your spelling words we might find in story?
S1: SNOW!
T: That is the right word, but did you follow all of our classroom rules when you
answered?
S1: No.
T: What do you think you’ll do next time?
S1: Raise my hand.
T: Do you have anything you’d like to say?
SI: Sorry.
T: S1 was right the word snow appears a lot in Frosty! Every time I read the word
snow, I would like everyone to spell the word out loud. Can we practice?
Whole class: S-N-O-W
T: On Friday, we will have our sledding party! And in order to do that everyone
needs to remember to bring in four things: a hat (touches head), gloves (touches
hands), a winter coat (touches chest), and snow pants. If you don’t have snow
pants you can also bring a change of pants, so you have dry clothes to change into.
Can you bring your own sled?
Whole class: YES!
Management and Community
32
T: You may bring your own sled but the school has plenty for us to use. And
remember you can’t bring them on the bus. The reason I mention our party on
Friday is because we might be able to build our own Frosty! Will he stay forever?
S2: Not if the temperature is above 32!
T: Can somebody tell me why that is?
S1: Because that’s when things melt like in our science experiment!
This discussion was only one of the many between teacher and students that
indicated to me that there was a positive attitude towards school. The excitement in the
recollection of a previous science experiment, as well as the general feeling of acceptance
of answers was indicative of an established cooperative classroom.
Finding 2: Students were more aware of courtesy and manners with one another and their
teachers after lesson plan implementation during their choice time.
The students in Ms. Phillips classroom have had several previous, lengthy
discussions about good manners and what it means to be courteous or friendly to one
another. Several of the implemented lesson plans included sections regarding respect for
one another, as well as discussing and embracing the differences and similarities between
one another. Through focused observations and teacher checklists, I observed an increase
in courtesy and use of manners with not only their peers but teachers and staff members
as well, especially during their choice time.
Finding 3: Peer interaction has increased after lesson implementation during choice time.
Management and Community
33
Before lesson plan implementation, I observed several instances where students
were either exclusive in their groups of friends, or reluctantly played with people outside
of their usual friend circles. For example, after the Good Deed Dinosaur (see appendix
F), I observed boy and girls commingling with one another to see if they could discover
good deeds before the rest of the class.
Discussion
Finding Implications
In response to the increase in demands for social curriculum in elementary
schools, this action research project was conducted to attempt to answer the following
question: Which classroom management strategies are effective in creating a caring,
classroom community? Data from this study have yielded three emerging themes to
answer this question, indicative of an increase in the feeling of community when the
Responsive Classroom© model was implemented in corroboration with character
education and cooperative learning lesson plans.
Findings from this study may benefit not only the students in our classrooms, but
educators interested in adapting the Responsive Classroom©, as well as incorporating a
social curriculum in their lesson plans. The following are recommendations for teaching
practices, as well as recommendations for future research in the area of classroom
management strategies and classroom community.
Recommendations for Teaching Practice
The idea of incorporating a social curriculum was established to help instill
virtuous values into the lives of students, to enable them to become kind, caring
Management and Community
34
individuals, and eventually productive, responsible members of society. The implications
of this study suggest that teaching social curriculum as part of our daily lesson plans give
students the opportunities to discuss ways in which they can become students of good
character. Based upon observations, preliminary findings revealed that students attitudes
towards one another, to the classroom teacher, to the established rules, and to their
classroom as a community increased after the implementation of character education and
cooperative learning lesson plans when corresponding with the Responsive Classroom©
model. Therefore, recommendations for general education teachers in elementary
classrooms would be to incorporate character education and cooperative learning lesson
plans as often as feasible, because of the benefits to both students and teachers alike.
Recommendations for Future Research
While this study was case-specific and small-scale, there is little research
regarding the effectiveness of Responsive Classroom© in combination with cooperative
learning strategies and character education on a long term scale. This particular study
yielded results that may indicate a success in teaching social curriculum to students in
these ways. Therefore, findings from this study would indicate that future research
should be directed towards the effectiveness of not only Responsive Classroom© but
other classroom management strategies such as Discipline with Dignity in combination
with the same cooperative learning and character education lesson plans, to determine if
there is a significant difference. Another suggestion for future research that this study
lends itself to, would be whether or not academic performance is increased because of a
correlation between the selected classroom management strategies and social curriculums.
Management and Community
35
Resources
Bandiera, M. & Bruno, C. (2006). Active/cooperative learning in schools. Journal of
Biological Education, 40(3), 130-134.
Berkowitz. M., & Bier, C. (2005). What works in character education: A research-driven
guide for educators. St. Louis, MI: Character Education Partnership.
Box, J. & Little, C. (2003). Cooperative small-group instruction combined with
advanced organizers and their relationship to self-concept and social studies
achievement of elementary school students. The Journal of Instructional
Psychology, 30(4), 285-287.
Gillies, R. (2002). The residual effects of cooperative-learning experiences: A two-year
follow-up. The Journal of Educational Research, 96(1), 15-20.
Gillies, R., & Ashman, A. (1997). The effects of training in cooperative learning on
differential student behavior and achievement. Journal of Classroom Interaction,
32. 1-10.
Gungor, A., & Acikgoz, K. (2004). Effects of cooperative learning on using reading
comprehension strategies and attitudes towards reading. (Unpublished dissertation,
Dokuz Eylul University, 2001).
Hijzen, D., Boekaearts, M., & Vedder, P. (2006). The relationship between the quality of
cooperative learning, students’ goal preferences, and perceptions of contextual
factors in the classroom. Scandanavian Journal of Psychology, 47, 9-21.
Johnson, A. (2005). A short guide to action research. Boston, MA: Allyn and Bacon.
Kaufman, S. (2006). Social and academic learning study on the contribution of the
responsive classroom approach. Curry school of education and center for
advanced study of teaching and learning. Northeast Foundation for Children, Inc.
Lickona, T., & Davidson, M. (2004). Integrating excellence and ethics for success in
school, work, and beyond: Promising practices for building 8 strengths of
character that help youth lead productive, ethical, and fulfilling lives. Cortland,
NY: Center for the 4th
and 5th
R’s.
Madrid, L. et. al. (2007). Effects of team competition versus team cooperation in
classwide peer tutoring. The Journal of Educational Research, 100(3), 155-160.
McDevitt, T., & Ormrod, J. (2007). Child development and education. Upper Saddle
River, NJ: Merrill Prentice Hall.
Melser, N. (1999) Gifted students and cooperative learning: A study of grouping
Management and Community
36
strategies. Reoper Review, 21(4).
Nath, L. (1996). A case study of implementing a cooperative learning program in an
inner-city school. The Journal of Experimental Education, 64. 117-136.
Northeast Foundation for Children. (1997). Guidelines for the responsive classroom.
Greenfield, MA: Northeast Foundation for Children.
Rice, Suzanne. (2004). Martin Luther King, Jr.’s “Ethic of Love”: Virtues common and
rare. Philosophy of Education Yearbook. (362-369).
Slavin, R. (2000). Educational psychology: theory and practice. Boston: Allyn and
Bacon.
Slavin, R. & Oickle, E. (1981). Effects of cooperative learning teams on student
achievement and race relations: Treatment by race relations. Sociology of
Education, 54(3), 174-180.
Veenman, S. et. al. (2005). Effects of a cooperative learning program on the elaborations
of students during help seeking and help giving. American Educational Research
Journal, 42(1). 115-151.
Webb, L., , Metha, A., & Jordan, K. (2007). Foundations of American education. Upper
Saddle River, NJ: Merrill Prentice Hall.
Management and Community
37
Appendix
Appendix A: Research Phases
Phases of My Action Research Project
Phase 1
March 12 – March
19
Informally observe students behavior inside the classroom with
regards to classroom community as well as teacher strategies used
to create community
Phase 2
March 19 – March
26
Begin systematic data collection by recording observations,
continue informal observations
Phase 3
March 26 – April 2
Begin data analysis and modify data collection based on previous
outcomes, continue to record data
Phase 4
April 2 – April 9
Complete data analysis and determine intervention plan
Phase 5
April 9 – May 14
Implement plan and observe outcomes through a series of 5-10
selected lessons to create a sense of community, collect data
Phase 6
May 14 – Dec. 31
Write up project findings, did it work?
Management and Community 38
Appendix B: Reviewed Literature Chart
Author(s)
(date)
Topic/Question
Studied
Participants Setting(s) Methods Findings/Results Conclusion/Implications
Bandiera, M.
& Bruno, C.
Active/Cooperative
Learning in
Schools
144 students,
aged 16-19
10 classes in 6
secondary
schools in
Rome
Analysis of the
answers to 5
questions after
GMO activity
The activity was
fully effective in
regards to the
science
experiment as
well as social
maturity
The use of cooperative
learning strategies were
more desirable to
students, as they were
neglecting other school
work to do so. The
researcher suggests
using these strategies
more often to
normalize.
Berkowitz.
M., & Bier,
C. (2005)
What Works in
Character
Education : A
Research Driven
Guide
39 different
character
education
programs
109 research
studies on
Character
Education
outcomes
Evaluation of
programs based
on scientific
rigor of
research design
When
effectively
designed and
implemented,
Character
Education has
effective
strategies
Character Education can
be effective in fostering
development of students
character when
designed and
implemented effectively
Box, J. &
Little, D.
(2003)
Cooperative Small
Group Instruction
Combined with
Advanced
Organizers
3rd
grade
students
5 social
studies classes
in a suburban
elementary
school
Piers-Harris
Self-Concept
scale &
Teacher
Inferred Self-
Concept Scale,
ANOVA
Use of Jigsaw
combined with
Organizer
improved self
concept, all
procedures
increased
performance
The use of cooperative
learning strategies such
as the Jigsaw can be
used to increase self
esteem, but should be
used as a supplement to
instruction, not a
replacement
Gillies, R. The Residual 88 5th
graders 6 schools in Group Children who Giving children the
Management and Community 39
(2002) Effects of
Cooperative
Learning
Experiences: A
Two-Year Follow
Up
Brisbane,
Australia
observations,
verbal
interaction,
discussions,
MANOVA
had received
training in
cooperative
learning were
more helpful
than those who
were untrained
tools to facilitate
cooperative learning
will enable them to
continue to benefit from
CL throughout their
schooling
Gillies, R., &
Ashman, A.
(1997)
Cooperative
learning on
differential student
behavior and
achievement
196 Grade 6
children
10 classes, 8
schools in
Brisbane,
Queensland
Australia
ANOVAs to
analyze the
differences in
learning
outcomes of
high, medium,
and low
abilities
Children benfit
when working
cooperatively
while
highlighting
interpersonal
skills
Pro-Cooperative
learning – student
benefit
Gungor, A.,
& Acikgoz,
K. (2004)
Effects of
Cooperative
Learning on Using
Reading
Comprehension
Strategies
56 6th
graders 2 classes in a
state
elementary
school
Scale of
Reading
Comprehension
Strategy, Sacle
of Attitudes
towards
Reading
Students in
cooperative
learning settings
use more
reading
strategies
When students are able
to observe each other
employing strategies
they are more likely to
use them as well
Hijzen, D.,
Boekaearts,
M., &
Vedder, P
(2006)
Relationship
between CL, goals,
and perceptions in
the classroom
1,920 first
year students
11 secondary
vocational
schools in the
Netherlands
Self-report
questionnaires
Social support
has relationship
with CL,
students who
value helping
others rate CL
higher
Social skills must be in
tact in order for students
to fully benefit from
cooperative learning
stratgies
Lickona, T.,
& Davidson,
Integrating
Excellence and
24 high
schools
American high
schools
Interviews,
comprehensive
There is a need
for character
Character Education
should be implemented
Management and Community 40
M. (2004) Ethics for Success
in School, Work,
and Beyond
recognized for
excellence in
Character
Education
research review education in
schools,
performance
increases when
that happens
in all schools, should
yield ethical, successful
students
Madrid, L.,
Canas, M. &
Ortega-
Medina, M.
(2007)
Effects of Team
Competition versus
Team Cooperation
in Classwide Peer
Tutoring
16 Bilingual
students, 6
male and 10
female
Local
elementary
school in a
Southwestern
city
Pre- and Post-
spelling tests
Children benefit
from peer
tutoring
significantly
more than
teacher-led
instruction
Peer tutoring shows a
high correlation with
desired student
outcomes, especially
cooperatively rather
than competitively
McDevitt, T.,
& Ormrod, J.
(2007)
Child
Development and
Education text
n/a n/a n/a n/a n/a
Melsner, N.
(1999)
Gifted Students
and Cooperative
Learning
19 students Six
classrooms of
4th
grade
students,
Midwest
Gates-
MacGinite
Reading test,
Coopersmith
Self-Esteem
Inventory
Both
heterogeneous
and
homogenous
groups
improved
reading
achievement
Cooperative learning is
an important strategy to
use with gifted children
Nath, L.,
Ross, S., &
Smith, L.
(1996)
A Case Study of
Implementing a
Cooperative
Learning Program
in an Inner-City
School
9 teachers One inner city
elementary
school
throughout the
year in
Memphis
Observations,
focus-groups,
individual
interviews,
teacher
questionnaire
Students gained
from
cooperative
strategies, and
teachers became
proficient in
using the STAD
model
STAD is a success,
however training,
planning, and
monitoring is necessary
to ensure success
Management and Community 41
Northeast
Foundation
for Children
(1997)
Responsive
Classroom text
n/a n/a n/a n/a n/a
Rimm-
Kaufmann, S.
(2006)
Social and
Academic
Learning Study on
the Contribution of
the Responsive
Classroom
Approach
6 school
districts
1 school
district, 3
intervention
schools, 3
comparison
schools
Standardized
test scores,
teacher
questionnaires,
classroom
observations,
student
questionnaires,
teacher &
principal
interviews
Increased math
and reading
scores,
improved
teacher and
student feelings,
high quality
instruction, high
value placed on
collaboration
The Responsive
Classroom approach is
most likely effective –
association with the
approach and
performance in schools,
beneficial for “at risk”
students, and RC
correlates with No
Child Left Behind
legislation
Slavin, R.
(2000)
Educational
Psychology:
Theory and
Practice text
n/a n/a n/a n/a n/a
Slavin. R, &
Oickle, E.
(1981)
Effects of
Cooperative
Learning Teams on
Student
Achievement and
Race Relations:
Treatment by Race
Relation
230 students,
grades 6-8
10 integrated
middle school
English
classes
2x2 design, 4
experimental
classes, 6
control group
classes
Cooperative
learning groups
gained more
academically
than non-team
classes
Cooperative learning
increases student
performance and
achievement, especially
with minority students
Veenman, S.
et. al. (2005).
Cooperative
Learning program
for students during
help seeking and
12 sixth-
grade dyads,
6-grade
dyads, and
7 primary
schools in the
Netherlands
Non-equivalent
pretest-posttest
control group
design, 2
A decrease in
provisions and
receipt of high-
level
Supplemental teacher
training programs can
influence students help-
seeking and help-giving
Management and Community 42
giving another 6-
grade dyad
instructional
conditions
elaborations at
protest
behaviors during CL
Webb, L.,
Metha, A., &
Jordan, K.
(2007)
Foundations of
American
Education text
n/a n/a n/a n/a n/a
Classroom Communities
43
Appendix C: Focused Observation
Date of Observation: _______________________
Observed Behavior Analysis Extra Notes
Classroom Communities
44
Appendix D: Teacher Checklist
Date of Observation: _______________________
Behavior
M: Mastered
I: Some usage
N: No usage
Notes
Use of “thank you”
Use of “please”
“Inside” voices
Taking turns
Follows established rules
Plays with other students
Demonstrates safety
Classroom Communities
45
Appendix E: Student Survey
I am friends with my class: ☺ � �
I help my friends when they need it: ☺ � �
Our class follows the rules: ☺ � �
I share during class: ☺ � �
I play with my friends without arguing: ☺ � � I am friends with my class: ☺ � �
I help my friends when they need it: ☺ � �
Our class follows the rules: ☺ � �
I share during class: ☺ � �
I play with my friends without arguing: ☺ � �
Classroom Communities
46
Appendix F: Lesson Plans
Lesson 1: All About Me
Lesson 2: The Friendly Letter
Lesson 3: Hey Little Ant
Lesson 4: Penguin Problems
Lesson 5: Good Deed Dinosaur
Lesson 6: Birdfeeders
Lesson 7: Teamwork, Everyone!
Lesson 8: Snowballs
Lesson 9: The Real Winner
Classroom Communities
47
Lesson 1: All About Me
Date of Lesson: 4/10/07 Time: 10:00am Length of Lesson: 45 – 60 mins.
Curriculum Area: English Language Arts Content Area: Reading & Writing
Title of Lesson: All About Me/ Respect and Diversity
Grade Level: 1st Grade
Differentiation of activity is to be provided throughout the lesson plan to ensure that
children’s individual learning needs are met.
1. Learning Objectives:
Students will be able to:
a. Discuss differences between one another
b. Use appropriate sources for help with unknown words
c. Use knowledge of sentence structure and punctuation
2. Assessment:
a. Learning outcome of previous outcome related to topic:
I will ask the students if they remember writing friendly letters to our
soldiers. I will then connect their prior knowledge of All About Me’s that
we received from our soldiers, and explain that we will be sending them
our own All About Me’s. We will also be creating a class book to add to
our Bag of Books.
b. Focus of assessment in this lesson
The focus of the lesson will be the students use of sentence structure, their
ability to differentiate between each question, and their use of appropriate
sources to find unknown words, such as their spelling dictionaries, etc.
c. Method of assessment used in this lesson
I will assess the lesson based on the completion of their All About Me
worksheet.
d. Differentiation
Differentiation in this classroom setting, for this lesson is unnecessary.
3. New York Learning Standards
a. Standard 4 – Language for Social Interaction
Listening and Speaking: 1. Oral communication in formal and informal
settings requires the ability to talk with people of different ages, genders,
and cultures, to adapt presentations to different audiences, and to reflect
on how talk varies in different situations
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Reading and Writing: 2. Written communication for social interaction
requires using written messages to establish, maintain, and enhance
personal relationships with others.
4. Materials
Easel All About Me Worksheet Crayons, Markers
Markers Spelling dictionaries
5. Lesson Process
a. Introduction:
We will discuss the friendly letters that we have previously written to the
soldiers in Afghanistan, as well as the letters we received back. We have
previously decided to tell the soldiers more about our classroom. I will
also have a discussion about how each of us are different – we like
different things, all look different, and are good a different things. This
makes each of us special. I will also refer to the story “Pete’s Chicken” –
where Pete drew a chicken because he was good at it, even though his
class laughed at him.
b. Learning procedures relating to objective:
1. We will re-read the letters that we have received from the soldiers to
remind them of the things that they have told us.
2. I pass out the page, and will call on students to help us read what each
of the questions are asking on the All About Me page.
3. I will remind the students of places where the can find words if they
are unsure of how to spell them, for example, their personal spelling
dictionaries, our word wall, etc.
4. I will also remind them that we should be writing our first and last
names, using the full date of our birthday, and that we should be
writing in pencil incase we make mistakes.
5. I will also remind them that the rule in our classroom is that they must
try to find the word first, try to write it themselves, and then they may
ask the teacher for help.
6. I will inform them that once they are done it is their job to have
another student check their work for errors. Once they have one
student check it, it should be brought to a teacher to check.
7. Once they have their page completed they can color their person on the
back of the worksheet. Because we are sending these to our friends, I
will remind them that they should be colorful, and to use their
imagination.
c. Conclusion:
Once all the students are done, I will make copies and create a class book
for everyone to take and add to their bag of books. I will inform that that
during tomorrow’s morning meeting, everybody will have the chance to
tell four different things that are special about them to the entire class.
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d. If Time/Extension:
For homework this week, assign them to read with their families 4 other
student’s All About Me pages. We will discuss this at the Monday
Morning meeting.
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All About Me! My name is ____________________________.
My birthday is ________________________.
My eyes are the color ________.
My hair is the color ________.
These are the people in my family:
_______________________________________________.
When I grow up I want to be
_______________________________________________.
My favorite animal is ____________________.
My favorite color is ______________________.
My favorite show is ______________________.
My favorite food is _______________________.
My favorite subject is ____________________.
These are the things I like to do:
_______________________________________________ *Please see Appendix G for student work samples
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Lesson 2: The Friendly Letter
Date of Lesson: 4/13/07 Time: 10:00am Length of Lesson: 45 – 60 mins.
Curriculum Area: English Language Arts Content Area: Writing
Title of Lesson: The Friendly Letter/ Respect and Diversity
Grade Level: 1st Grade
Differentiation of activity is to be provided throughout the lesson plan to ensure that
children’s individual learning needs are met.
1. Learning Objectives:
Students will be able to:
a. Identify the parts of a friendly letter
b. Use appropriate format in writing a friendly letter
c. Use knowledge of sentence structure and punctuation
2. Assessment:
a. Learning outcome of previous outcome related to topic:
I will ask the students if they know the purpose and use of a friendly letter.
I will then connect their prior knowledge of letters to the friendly letter we
will write as a whole group.
b. Focus of assessment in this lesson
The focus of the lesson will be the students understanding of the four parts
of a letter, and their understanding of the purpose of a friendly letter.
c. Method of assessment used in this lesson
I will assess the lesson based on the letters they write on their own, and
that the four parts of the letter were placed in the correct places.
d. Differentiation
Differentiation in this classroom setting, for this lesson is unnecessary.
3. New York Learning Standards
a. Standard 4 – Language for Social Interaction
Listening and Speaking: 1. Oral communication in formal and informal
settings requires the ability to talk with people of different ages, genders,
and cultures, to adapt presentations to different audiences, and to reflect
on how talk varies in different situations
Reading and Writing: 2. Written communication for social interaction
requires using written messages to establish, maintain, and enhance
personal relationships with others.
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4. Materials
Easel Large Paper Camera Index Cards
Markers Afghanistan Map Blank letter worksheet
5. Lesson Process
a. Introduction:
We will discuss as a class the purposes of writing friendly letters with
questions like the following:
Have you ever written a letter to someone? Who? Why?
What are the different reasons we write letters?
Who are different people you could write to?
I will then tell the class that we have a solider pen-pal to write to in
Afghanistan named Bryan, who will send us letters back.
b. Learning procedures relating to objective:
1. We will re-read the morning message together as a class, and discuss
the four parts of a friendly letter: date, heading, body, and closing.
2. I will call on four students to label the parts of the letter with the index
cards I have already prepared (date, heading, body, closing).
3. I will pass out a map of Afghanistan to each student to show them
where our solider is located and tell them more about Bryan.
4. As a class, I will ask the students to brainstorm ideas of what we could
tell Bryan about our classroom or questions that we could ask him in
our friendly letter to him. We will discuss different ideas for greetings
and closings.
5. We will create a large letter on easel paper to send him as a whole
group. I will have the students help me spell known words, as well as
assist in using strategies such as chunking for unknown words.
6. Discuss that good readers always review their work and re-read the
finalized letter to Bryan.
7. Take a group picture of the class to send to our soldier before sending
them back to their seats.
c. Conclusion:
Each student will have the opportunity to write Bryan a few sentences of
their own on a blank letter sheet, as well as draw him a picture. I will
explain to them that the mail takes a while to travel across the world to get
to him, but we should get letters back from him soon.
*Please see Appendix G for student work samples
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Students working on letters to our soldiers.
Our group letter to the soldiers in Afghanistan.
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Lesson 3: Hey Little Ant
Date of Lesson: 4/17/07 Time: 10:00am Length of Lesson: 45 – 60 mins.
Curriculum Area: English Language Arts Title of Lesson: Hey Little Ant
Grade Level: 1st Grade
Differentiation of activity is to be provided throughout the lesson plan to ensure that
children’s individual learning needs are met.
1. Learning Objectives:
Students will be able to:
a. Predict and reflect on the outcome of a story
b. Discuss ways of displaying the Character Education trait of Respect
c. Discuss differences amongst one another, and seeing things from another’s
point of view
2. Assessment:
a. Learning outcome of previous outcome related to topic:
I will ask the students if they can tell me about what respect means, as
well as point of view. I will then connect their prior knowledge of respect
to their High Five awards and character education they may have already
had, as well as remind them that of stories we read and their different
points of views.
b. Focus of assessment in this lesson
The focus of the lesson will be the student’s discussion after we have read
Hey Little Ant about respect, point of view, and differences.
c. Method of assessment used in this lesson
I will informally assess the lesson based on our discussion as well as their
final ants (fine motor skills such as cutting and coloring).
d. Differentiation
Differentiation in this classroom setting for this lesson is unnecessary.
3. New York Learning Standards
a. Standard 4 – Language for Social Interaction
Listening and Speaking: 1. Oral communication in formal and informal
settings requires the ability to talk with people of different ages, genders,
and cultures, to adapt presentations to different audiences, and to reflect
on how talk varies in different situations.
4. Materials
Hey Little Ant by Phillip & Hannah Hoose Ant pattern
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Ant Hill Cutout Markers/Crayons
5. Lesson Process
a. Introduction:
Begin this lesson by introducing the book of “Hey Little Ant” by Phillip
and Hannah Hoose. Give them background information about the book,
telling them that we will be reading about a little boy and an ant, and that
we will see things from an ants point of view. Ask them to make
predictions regarding the story in relation to the cover picture. Finally,
inform them in advance that we will each be creating our own ants to
display in the hallway.
b. Learning procedures relating to objective:
1. After the students have made predictions regarding the story, read
aloud the story, showing the students the pictures and allowing them to
make predictions/have discussions along the way.
2. After the story is read begin a discussion with the following questions:
a. Many children think it’s alright to step on ants and squash their
homes. What if a giant kicked over your home?
b. What does respect mean to you? Would it be respectful to ruin
somebody’s house/belongings?
c. Although we are small, we are still important. Have you ever
felt like you weren’t?
d. What is the boy’s point of view? What is the ant’s point of
view? Should the boy squish the ant?
e. People and animals come in different sizes, so everybody is
unique and different in their own ways. How are we different
from one another?
c. Conclusion:
Tell the students that as a group we will make a poster to show our
differences. Pass out the ant pattern, and instruct the students to
color/use markers/any materials that they have to color their ant
any way they wish. Discuss that because all of us are different, our
ants will be different as well. Allow the students to help tape their
ants onto the pre-made ant hill.
Bibliographical References:
• Hoose, Phillip and Hannah. Hey, Little Ant. California: Tricycle Press, 1998.
• Nickle, John. The Ant Bully. Scholastic, 1999. ASIN: 0590395912
Adapted from: http://www.learningtogive.org/lessons/unit191/lesson1.html
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A photograph of our Ant Hill from the lesson Hey Little Ant
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Lesson 4: Penguin Problems
Date of Lesson: 4/19/07 Time: 10:00am Length of Lesson: 15 - 20 mins.
Curriculum Area: Character Education Title of Lesson: Penguin Problems
Grade Level: 1st Grade
Differentiation of activity is to be provided throughout the lesson plan to ensure that
children’s individual learning needs are met.
1. Learning Objectives:
Students will be able to:
a. Tell the difference between telling and tattling
b. Discuss ways to make our classroom friendlier
c. Write “Penguin Problems” when they feel necessary
2. Assessment:
Lesson will be assessed based on the usage of Penguin Problems as well as the
adaptation to resolutions as discussed as a class, on a case-by-case basis
3. Materials
Penguin Problem sheets
Basket
Easel and markers
4. Lesson Process:
a. Introduction:
I will begin the lesson by telling the students that we will be discussing the
differences between telling and tattling, as well as telling them that we are
going to try to solve our problems by talking about them as a whole group
to make our classroom better.
b. Learning procedures related to objective:
1. Write the words telling and tattling next to each other on the easel.
Ask the students to help you fill in the chart by determining what
the difference is between telling and tattling. (Ex. Telling the
teacher when somebody is hurt vs. tattling when somebody budges
in line)
2. Remind the students of one of our classroom sayings, “You are
responsible for you.” Ask students to come up with ideas about
what that means.
3. Introduce the “Problem Penguins.” (Penguins is our class mascot).
Tell the students that when there is a problem in class, they can
write it on a piece of paper, put it in the problem penguin box, and
we will talk about it during morning meeting. Discuss with them
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that problems are solved better when a whole group comes up with
a solution.
4. Use the example “Too Much Tattling” as discussed earlier in the
day. What did we do to solve our class problem (tell the difference
between tattling and telling). Do you think it will work in our
classroom? Do we all know the difference now? How can you
solve a problem on your own without tattling?
c. Conclusion:
Remind the students of where they can find the “Problem Penguins.” Ask
the students to volunteer a problem they might notice to do a mock
discussion on solving that problem (for example, lining up for busses,
talking when somebody else is talking).
The Penguin Problem I notice is: ______________________________
_____________________________________________________________
_____________________________________________________________
____________________________________________________________.
Adapted from “Problem Pail” in Because We Can Change the World, Mara Sapon-
Shevin (1999).
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Lesson 5: Good Deed Dinosaur
Date of Lesson: 4/19/07 Time: 10:00am Length of Lesson: 30 - 45 mins.
Curriculum Area: Character Education Title of Lesson: Good Deed Dinosaur
Grade Level: 1st Grade
Differentiation of activity is to be provided throughout the lesson plan to ensure that
children’s individual learning needs are met.
1. Learning Objectives:
Students will be able to:
a. Discuss the story of Clifford’s Good Deeds
b. Discuss what a good deed might be, and when they do good deeds
c. Use the good deed dinosaur when it is there turn, and determine what actions
are deemed good deeds
3. Assessment:
Lesson will be assessed based on the appropriate usage of the Good Deed
Dinosaur in the classroom, each day.
3. Materials
Good Deed Dinosaur and blank Good Deed Sheets
Clifford’s Good Deeds by Norman Bridwell
Easel and markers
4. Lesson Process:
a. Introduction:
I will begin the lesson by telling the students that we will be reading the
story Clifford’s Good Deeds as well as discuss good deeds, and start a new
game in our classroom called the Good Deed Dinosaur.
b. Learning procedures related to objective:
1. Introduce the story by asking the following questions: What are
some ideas about what Clifford might do in the story? What is a
good deed?
2. Read the story Clifford’s Good Deeds aloud to the students.
3. Discuss the story with the students. What were some good deeds
that Clifford did? (Make a list on the easel for visualization) What
are some good deeds that first graders could do? Around the
school? In our classroom? At home? For the environment?
4. Introduce the Good Deed Dinosaur. Explain that each day,
somebody new will receive the dinosaur in their cubby along with
a piece of paper to explain their good deed. The person that has
the Good Deed Dinosaur is responsible for noticing somebody else
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in the classroom doing a good deed. They must pass the dinosaur
along and must write the good deed on the paper.
5. Use an example like the following: Your teacher did a good deed
by making a bird feeder for the birds outside. I have given her the
good deed dinosaur, it is in on her desk. By the end of the day she
must notice a student doing a good deed and passing it to them.
We will talk about that good deed at our Morning Meeting.
c. Conclusion:
Remind the students of what a good deed might be, as well as where the
supplies for this activity will be kept. Tell them that it is important to not
only notice the “bad” things that our friends do, but the good as well.
Keep on the lookout for good deeds!
Good Deed Dinosaur Today I saw you ___________________
______________________________
______________________________
______________________________. Thanks for the Good Deed!
Adapted from “Frog in the Box” in Because We Can Change the World, Mara Sapon-
Shevin (1999).
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Lesson 6: Birdfeeders
Date of Lesson: 4/24/07 Time: 10:00am Length of Lesson: 45 – 60 mins.
Curriculum Area: Science/Earth Day Title of Lesson: Birdfeeders
Grade Level: 1st Grade
Differentiation of activity is to be provided throughout the lesson plan to ensure that
children’s individual learning needs are met.
1. Learning Objectives:
Students will be able to:
a. Discuss ways in which they can help the environment
b. Make birdfeeders and hang them outside for the birds
2. Assessment:
Lesson will be assessed based on the discussion about the environment (based on
a previous discussion on Earth Day) as well as their cooperation during the bird
feeder making activity.
3. Materials
Pinecones
Bird Seed
Peanut Butter
Yarn or pipe cleaners
Newspaper
Plastic spoons
4. Lesson Process:
a. Introduction:
I will begin the lesson by telling the students that we will be making bird
feeders as part of our Earth Day project, as well as to continue to be
responsible first graders, and helping our earth by feeding the birds.
b. Learning procedures related to objective:
1. Start by reminding them of the Earth Day activities that we have
been doing, including our Earth Day show and our Earth Day rap.
Being a discussion on ways that we can save the earth or help the
earth, as well as who is responsible (No creature too big, no
creature too small, the care of the Earth, is a job for us all).
2. Discuss why it might be important to feed the birds. After the
discussion, have the students come up in small groups to pick out
their pinecones.
3. Have the students tie yarn or pipe cleaner around the pine cone so
they can hang in on a tree branch. Lay newspaper down on a table,
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and have each student cover their pine cone in peanut butter using
their hands or a plastic spoon.
4. Once the pinecone is covered, have the students roll their pinecone
in birdseed so they stick. Lay the pinecones with their names
above them on newspaper until the rest of the class is finished
making their birdfeeders.
c. Conclusion:
Once everyone is finished, walk with the students outside to a tree and
assist them in hanging them on braches. Remind them that we will check
on our birdfeeders and once the birdseed is gone we have to pick up our
yarn or pipe cleaner because we shouldn’t litter our Earth.
A photograph of some of the students’ bird feeders.
The students bird feeders hanging on the tree outside of our classroom.
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Lesson 7: Teamwork, Everyone!
Date of Lesson: 4/24/07 Time: 10:00am Length of Lesson: 30 – 45 mins.
Curriculum Area: Cooperative Learning Title of Lesson: Teamwork, Everyone!
Grade Level: 1st Grade
Differentiation of activity is to be provided throughout the lesson plan to ensure that
children’s individual learning needs are met.
1. Learning Objectives:
Students will be able to:
a. Discuss the importance of teamwork
b. Use puzzle strategies to put Teamwork poem together
2. Assessment:
Lesson will be assessed based on the puzzle strategies used, as well as the
discussion regarding the importance of teamwork.
3. Materials
Teamwork poem for each student
Teamwork puzzle
Blank paper, crayons, markers, etc.
Tape
4. Lesson Process
a. Introduction:
Write the word TEAMWORK on the board. Begin a discussion and chart to
determine prior knowledge of the word, as well as suggest other important words
that have been overlooked.
b. Learning procedures related to objective:
1. Start with “Teamwork” poem (adapted from Vitamin L’s song “Teamwork”)
Teamwork, teamwork,
Together we can make our dream work.
Then we'll share the joy of what we've done,
Teamwork, everyone!
If it's true that two heads are better than one,
Maybe then a few heads can really get the job done.
Sometimes it can be a big plus,
When a you or a me becomes an us!
Teamwork, teamwork,
Together we can make our dream work.
Then we'll share the joy of what we've done,
Teamwork, everyone!
2. Pass out the pre-cut out poem (that is color coordinated) to the students.
Tell the students they will be working as a team to put the poem together.
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3. Once the poem is placed together, allow the students to read the poem
together out loud.
4. Ask the students to share comments about working as a team to put the
poem together. Would it have taken longer to put the puzzle together if
you had done it by yourself? What does it mean when people say two
heads are better than one? When is it good to work in a team? Alone?
5. Have the students return to their desk and trace their hands on paper, and
then cut them out. Ask them to write their names in the middle of their
hand and then color their hands any way they wish.
c. Conclusion:
Tape the poem together while the students are doing this, and tape the hands
along the outside as a border. Hang in the classroom to remind the students as
needed what “teamwork” means.
Adapted from http://www.lessonplanspage.com/LAPEPoetryTeamwork26.htm.
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Lesson 8: Snowballs
Date of Lesson: 4/26/07 Time: 10:00am Length of Lesson: 25 - 30 mins.
Curriculum Area: Cooperative Learning Title of Lesson: Snowballs
Grade Level: 1st Grade
Differentiation of activity is to be provided throughout the lesson plan to ensure that
children’s individual learning needs are met.
1. Learning Objectives:
Students will be able to:
a. Write important facts about themselves
b. Read and work cooperatively to find their partners
c. Share important facts with the rest of the class about their partner
2. Assessment:
Lesson will be assessed based on their ability to write facts about themselves,
cooperatively work together to find each others partners, and read facts about
their partners.
3. Materials
Blank pieces of paper
Writing utensil for each student
Dry-Erase Board
4. Lesson Process:
a. Introduction:
I will begin the lesson by telling the students that we will be doing an
activity today called Snowball, and that we will get to know some things
about each other in our classroom. Some things we might have in
common with each other, and something’s will be different, but that’s
what makes our classroom special.
b. Learning procedures related to objective:
1. Hand each student a piece of paper, and instruct them to get
something to write with.
2. Use the dry-erase board as an example. In the upper left hand
corner have the students write a color that they like. In the upper
right hand corner have them write a food that they like. In the
lower left hand corner have them write their birthday, and in the
lower right hand corner have them write their favorite animal.
Assist with spelling and corners as needed.
3. Have the students crumple their paper into a ball, stand up, and
silently toss their snowballs to their classmates. After a minute or
two has passed, everybody must get one snowball in their hand.
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4. Instruct the students to open their found snowball and move around
the room trying to find who’s snowball they now have. Once they
have found their partner they must stand next to that person, and
help them find who has theirs. One or several circles may form.
c. Conclusion:
Once everybody has their partner, have each student introduce read one
fact about their partner to their right. End the activity with a discussion on
the similarities and differences between each others answers.
Borrowed from “Snowballs” in Because We Can Change the World, Mara Sapon-Shevin
(1999).
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Lesson 9: The Real Winner
Date of Lesson: 5/1/07 Time: 10:00am Length of Lesson: 45 – 60 mins.
Curriculum Area: Character Education Title of Lesson: The Real Winner
Grade Level: 1st Grade
Differentiation of activity is to be provided throughout the lesson plan to ensure that
children’s individual learning needs are met.
1. Learning Objectives:
Students will be able to:
a. Discuss the ideas of winning and losing/sportsmanship
b. Discuss games where everybody wins
c. Play cooperative game as culminating activity
2. Assessment:
Lesson will be assessed based on the discussion of the story, as well as their ideas
about teamwork, sportsmanship, and winning versus losing.
3. Materials
The Real Winner by Charise Neugebauer
4. Lesson Process:
a. Introduction:
I will begin the lesson by telling the students that we will be reading a
story entitled The Real Winner. I will ask the students what they think the
story might be about, as well as if they believe it will be a real story, or a
fantasy.
b. Learning procedures related to objective:
1. I will begin by reading the story The Real Winner, stopping in
places appropriate for conversation. For example, on the first page
Why doesn’t Rocky want to play with Humphrey? (Because when
he doesn’t win, he wins and complains)
2. When the story is done, begin another discussion about why
Humphrey may have changed his mind about winning and losing.
Will Humphrey have more friends if he acts this way? Will
everybody get along better?
3. Invite the students to share their feelings about winning and losing.
Have you ever won something and gloated about it? Have you
ever lost and felt bad about it? What are things we do that don’t
have a winner or a loser? Sometimes do we need winners and
losers? What does sportsmanship mean?
c. Conclusion:
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Introduce a game to the students where they must work together for the
team to win. Have the students sit in a circle. Send one student outside,
and select another to begin a movement, which the rest of the class must
follow. The goal is to switch the movement without the seeker noticing
who started it. The student that went outside must figure out who began
the movement. The new seeker is the individual who started the
movement, and a new leader is selected.
Appendix G: Student Work Samples
Please see attached