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Why Wont They Stop Talking!

• Strategies to Reduce Inappropriate Play and Talk
  During Instruction

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Why Wont They Stop Talking!

• Strategies to Reduce Inappropriate Play and
  Talk During Instruction
• By Nicole Campbell
• Te 891, Spring 2005
• Professor Mark Conley
• April 13, 2005

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Research Abstract
My instruction time is often hindered by
inappropriate behavior and excessive talking
when I teach. I feel that the content is
relevant, but I struggle at times with keeping
their attention. This action research project is
designed to take a better look at my
current teaching practices, specifically how it
affects student productivity. through the process
of data collection analysis, and researching
what others have learned about this subject, I
have identified areas that would result in
positive change in my current teaching
practices.
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Research Purpose

• Identify factors that contribute to the
  lack of attention and motivation in students.

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Research Question

• What steps can be taken to reduce lost
  instructional time due to excessive talking and
  inappropriate play?
• Sub Questions
• ? Why arent the activities I plan holding my
  students interest?
• ? Are my lessons paced appropriately (i.e. amount
  of information, any special needs)?
• ? What outside factors may be contributing to
  this lack of attention and motivation?

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Data Collection

• ? Student observation- Students will be set up
  during various lessons to try and determine any
  triggers for behaviors to be studied.
• ? Interviews- Students will be interviewed to
  determine what they would like to see done
  differently during lessons, and what is working
  well.
• Colleague Observation-Will visit all of the other
  classrooms in my school (eight classrooms from
  1st grade to 8th grade). Will use template
  created by professors Rebecca Shankland and
  Kathleen Moxley, currently teaching TE 840.
• ? Learning from others- Research current articles
  and documents on this subject to learn what
  others have done.

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Research Timeline

• Time Line
• February
• 1. Send letter to parents
• 2. Begin student observations (one lesson daily
  for 2-3 weeks)
• March
• 1. Conduct Student Interviews (each student will
  be interviewed separately).
• 2. Colleague observations will begin. Each
  teacher will be observed for the duration of a
  full lesson. Ample time is given in case
  multiple visits are necessary.
• April
• 1. Final stages of data analysis
• 2. Final write-up and presentation of findings.

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Data Analysis (part 1)

• Student Observations
• Student were purposely placed in situations
  that would require them to apply self-control
  skills, problem solving strategies, and team
  work. I have two students that are usually the
  first to start distractions when they are bored
  or don't understand the work. I put them at the
  same table for this study. True to my
  expectations, they fought every change they could
  get. When I was with their view, they simply
  played together or tumbled around on the carpet
  while I would attend to a scraped knee, hair
  beads that came out of a girl's hair, a student
  with no pencil, etc. 

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Data Analysis (part 1)

• Student Observations (Cont.)
• When I was in another part of the room where
  they I could not see them, the real battle would
  begin. I would come back to into their view and
  have one of them come up to me in tears telling
  me what the other person did. Of course they
  never did a thing to warrant such aggression and
  would immediately demand recompense. This
  happened time and time again. I also began to
  notice that other students would have similar,
  but less severe problems with one another. 

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Data Analysis (part 2)

• INTERVIEWS
• The student interviews were merely designed to
  give me insight into what my students want. The
  usually comments were made like learning about
  sentences, math, enjoying free play and field
  trips, etc. What was interesting to me was that
  when I asked students what was the one thing that
  they would like to see improved in the classroom
  all of them had answers that fell under four
  categories. They said that during lessons people
  need to stop 1) fighting, 2) playing, 3)hitting,
  and 4) talking.

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Data Analysis (part 3)

• Colleague Observations
• I did not find anything differently than I
  expected. Each teacher had their own teaching
  style, and students behaved in various ways. I
  did notice however, that the classrooms that
  flowed the best were the ones in which the
  teacher was prepared and had routines established
  that were consistently followed.

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Data Analysis (part 4)

• What Others Have Learned
• In addition to literacy and other academic
  subjects, social emotional development is an a
  crucial factor in determining success in
  kindergarten.
• Lesson and unit planning plays a major role in
  how well lessons and day-to-day activities flow
  in the classroom.
• Students need to feel ownership and a sense of
  community in the classroom. This enables them to
  treat materials better, complete assignments in a
  timely manner, and cooperate with their peers.

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Data Analysis (part 4)

• What Others Have Learned
• Family life/outside factors play a major role in
  student productivity and cooperation. It is
  imperative that teachers make a connection with
  each family to take better advantage of the prior
  knowledge that each child brings to school.
• Students with disabilities learn a great deal by
  being paired up with class buddies. The goal is
  to take the focus away from the disability by
  placing them in the least restrictive
  environment.

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Findings

• that they use to work out their differences,
  but I don't think that it is working for every
  situation.
• Other than growing 6 more arms like Doc Oc, I
  suppose I need to implement a better problem
  solving strategy. Currently, I have a
  communication carpet that they use to work out
  their differences, but it does not work for every
  situation.
• Students are as tired as I am with all of the
  distractions and interruptions!
• Students tend to have the most difficulty on
  Mondays, due to events that have taken place over
  the weekend, and on Fridays, because it tends to
  be the day that is the least structured.

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Findings (Cont.)

• In reviewing my lesson plans, I have noticed that
  there have been inconsistencies in activities.
  Consequently, students have found it difficult to
  catch on to the routines in our classroom.
• Transition times are too long.
• While it is appropriate to be spontaneous and
  change the lessons when needed, I have found that
  I do this quite a bit. While looking for the
  resources for the new activity, they become
  unsettled and see this as time to play.

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Findings (Cont.)

• Student comments suggested that during lessons
  people need to stop 1) fighting, 2) playing,
  3)hitting, and 4) talking.
• Students lack in communication skills, as well as
  understanding the boundaries of personal safety.
  
• Many times students lash out due to frustrations
  relating from events/situations that took place
  outside of the school setting.
• Some students that exhibit inappropriate behavior
  do so when they are done with their assignments
  and do not have early bird work available to
  them after their class work has been completed.

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Conclusions/Recommendations

• Continue to use the communication carpet, but use
  additional resources such as lessons on how to
  communicate with others, as well as bring in
  guests (school social workers, other teachers,
  community workers/leaders, etc.). This will also
  reduce the amount of fights and disputes amongst
  students.
• Try and limit distractions. Make it clear to
  people what to do when entering the classroom,
  and when it is not a good time. Post a sign on
  the door if necessary.
• Planning, planning, and more planning. This was
  my weakest area when I did not student
  internship, and I still have to work hard and
  making sure I have all of my supplies ready
  before I begin a lesson.

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Conclusions/Recommendations

• For so long, I use to really beat myself up
  because I would change strategies right in the
  middle of a lesson. I now realize that I depend
  greatly on my sense of spontaneity. Rather than
  fighting, I just simply need to have alternate
  ways to teach a lessons ready because I know I
  will change up at the drop of a hat.
• Have special activities and time to allow
  students to talk about their weekend and give
  opportunities for them to talk privately with me
  if needed.
• Reduce transition time by developing a list of
  transition activities they can do quickly and
  independently while I am preparing for the next
  lesson. A good idea is to give them more class
  jobs and responsibilities they can fulfill while
  I am getting ready.

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Conclusions/Recommendations

• Reinforce more often that ours is a classroom
  community where everyone is needed and important.
• Have alternate activities for students that
  finish sooner than the others, or allow them to
  assist other students.
• Enlist the help of parents and other adults to
  volunteer on a regular basis in the classroom to
  help prepare lesson materials. I plan to invite
  parents in a few days before school starts next
  year to help laminate, cut, staple, glue
  (whatever!) items that we use regularly. Other
  opportunities will present themselves later on in
  the year as well.
• Mare sure accommodations are made for students
  receiving special education services and be on
  the look out for undiagnosed needs.

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Final Thought
Consistency really is the key. Students tend to
sense when teachers are are not prepared, and
they act on it. I firmly believe that once I
have a better sense of preparedness as I teach,
student talking and play during lessons will
decrease dramatically.