Rationale
History
My capstone project was centered around my students’ social and emotional growth. The entire school population consisted of 305 students. My school was made up of predominantly Caucasian or Hispanic students. Forty seven percent of the school’s population was on free or reduced lunch. Of the school's population, seven percent were also English language learners. My classroom was composed of 18 students, 10 boys and 8 girls. Our class had a tremendous amount of diversity. In this study, I collected classroom data from both whole class observations, and from five students who were ranked as the “highest energy point students” in the room. These were students who had the highest number of office referrals, who may have suffered from trauma or troublesome events in their life that had taken a toll on their mental health, or students who struggled with problem solving skills causing behavioral problems.
Classroom Population
"Education is the passport to the future, for tomorrow belongs to those who prepare for it today"
-Malcolm X
Need:
At the beginning of the school year, students were given a self-assessment in which they rated themselves on a proficiency scale to describe how they viewed themselves as problem solvers and positive learners. This scale gave the option to select all of the time, most of the time, a lot of the time, some of the time, a little of the time, and none of the time. This data was collected and compiled as a whole school to assess our students’ view of hope in their environment. Data from individual grades was also compiled to provide teachers with insight into how their specific students viewed themselves. Based on the data collected, our students showed that they possessed the skill to accurately assess their abilities on the following five questions: 1. I am doing pretty well. 2. I can think of many ways to get the things I want in life. 3. I am doing just as well as the other kids my age. 4. When I have a problem, I can think of many ways to solve it. 5. I think the things I have done in the past will help me in the future. 6. Even when others want to quit, I know I can find ways to solve the problem.
My capstone project centered around five students in my room with the highest ‘energy point’ rating from previous teachers. The energy point system was derived from previous teachers who rated a student on how much energy was taken to educate the student. For example a student with a 5 point rating was at the highest and often required more attention; a student with a 1 rating required little effort in redirecting or instructing. These students were monitored using a tally system throughout the study to determine the number of redirects given in a day and when they were given; the tally system also allowed me to monitor the number of redirects given compared to the number of times the student was praised to hold myself accountable to my class policy of 1 redirect: 5 compliments/praise.
This study was conducted to observe the change in behaviors around the room as a whole class using a class point system tracking student negative remarks daily. The other data collection piece centered around the need to track my personal compliment to redirect ratio to encourage positive peer to peer conversation. In doing this, I monitored the increased level of engagement as well as behavioral changes based on peer communication.
Within the observed classroom, thirty percent of the students were below grade level standards. Of the students, six had a specific learning disability; more specifically, attention deficit disorder was a prominent feature that caused strain on their academic and social abilities. As a result, the morning meaning instructional time was used to pull students into a circle around the room, away from their desk and other distractions. Expectations allowed these students to stand behind their chair if they wished to participate in this manner. Flexible seating options were available, including tipping stools, sitting on the floor, using floor cushions, or sitting on top of their desks. Also available was a separate location outside of the classroom to take a break if learning was impacted by behaviors. A seating chart was also in place during morning meetings to place the English language learner next to a bilingual student who could offer support if needed during discussion.
Based on the hope scale data results, the sixth grade age group rated themselves significantly lower for problem solving, and knowing how to access external resources when faced with a challenging situation. Results were compiled and utilized to compare other grade level results to determine what grade range felt that they were less successful in their academic and social careers. Based on this compiled data, a substantial negative view of self was evident within the observed classroom. The observed students held true to the fixed mindset and choose to talk negatively about self (examples being: “I am stupid”, “I can not do this”, “I do not want to do this”, “Just tell me the answer”). Compared to other grades, sixth grade students scored themselves 20% lower on their ability to problem solve in an emotionally charged situation. The focus of this study was to change the students' mindset from fixed, to growth. Due to these negative views, social and emotional learning was deemed most valuable in terms of intervention strategies. Through the improved view of self, the classroom community was expected to grow.
Importance
The information gained from this study is important because it allowed me to better understand my students’ views of themselves, and find the reasoning behind their behaviors. It provided me the necessary information about my students’ views of themselves, and their ability to problem solve, as well as find the reasoning behind my students’ actions, words, and thought processes. It has informed my instruction and helped guide my students to take responsibility for their actions. I can provide guidance in using these skills to problem solve when faced with an emotionally charged situation. As an educator, I feel that I can identify, and target the skills my students need to improve upon in order to successfully improve their behaviors and better their view of themselves as young learners within my classroom. I provided the resources and the practice these students needed in order to improve their feeling of hope which in turn will improve behaviors so they are able to learn readily.
Based upon the immediate need of support for social and emotional learning within the classroom, this study was selected. The study was selected due to the negative self talk, frequent behavior disruptions, reports of bullying, disengagement, and many other contributing factors.
Meaningful Quote
"Life itself is your teacher, and you are in a state of constant learning."
-Bruce Lee
Literature Review
Based on time spent analyzing the district-assigned group of students, the purpose of the study was properly assess a students' view of self, and provide the necessary skills to improve their social and emotional growth. The practice of these skills was intended to alter the students' view of themselves as learners to a more positive outlook on their futures as well as improve the behaviors of a select few students in the school setting. The purpose of the present study was to determine if social and emotional skills instruction would improve behaviors within the classroom.
The primary goal wass to reform students' outlook from being striving learners that are trying to achieve something, to becoming a thriving young person who persistently seeks out ways to grow and tries earnestly to achieve higher learning. Over time, students developed skills in three particular areas through direct social and emotional skills instruction using the Sanford Harmony Program: self regulation, peer to peer communication, and conflict resolution. In the following analysis, the purpose behind the study will be presented, the justification of the social and emotional learning program will be solidified, and lastly, the intervention strategies will be discussed.
“According to a 2011 meta-analysis of 213 studies involving more than 270,000 students, those students who participated in evidence-based SEL programs showed an 11 percentile-point gain in academic achievement, compared to students who did not participate in SEL programs. Students who participated in SEL programs also demonstrated the following attributes: increased academic achievement, increased development of social and emotional skills, improved attitude toward self and others; improved positive social behaviors’ and decreased conduct problems and emotional distress. (Oliver, 2018)”
“These opposing mindsets - fixed and growth - exists in us all, and whether we choose to view various aspects of our lives through the lens of growth mindset or fixed mindset can make a big difference"
-Brock and Hundley
The literature review describes based evidence to rationalize the strategies used to collect data. Social and emotional learning was deemed most necessary for students to develop the skills needed in order to be successful both in a school setting and as they approach post-secondary education.