circle time implementation effects on student behavior n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Circle Time Implementation: Effects on Student Behavior PowerPoint Presentation
Download Presentation
Circle Time Implementation: Effects on Student Behavior

Loading in 2 Seconds...

play fullscreen
1 / 47

Circle Time Implementation: Effects on Student Behavior - PowerPoint PPT Presentation


  • 282 Views
  • Uploaded on

Circle Time Implementation: Effects on Student Behavior. Eric Holschbach University of Wisconsin – La Crosse Manitowoc Learning Community. Circle Time. Action Reseach – Circle Time. Student Population – 11 students Setting – Kindergarten classroom Duration – 2 month period

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Circle Time Implementation: Effects on Student Behavior' - finnea


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
circle time implementation effects on student behavior

Circle Time Implementation: Effects on Student Behavior

Eric Holschbach

University of Wisconsin – La Crosse Manitowoc Learning Community

action reseach circle time
Action Reseach – Circle Time
  • Student Population – 11 students
  • Setting – Kindergarten classroom
  • Duration – 2 month period
  • Activities – At least four times per week
what is circle time
What is circle time?
  • A group of people in a circle communicating ideas by various methods.
  • All members are allowed to contribute
  • Peoples thoughts and felling are respected and valued
  • Not only limited to students
why do the action reasearch
Why do the action reasearch?
  • To see how implementing circle time activities in the kindergarten classroom effects student behavior:
  • Self Concept/Self Worth
  • Building Community
  • Socially and Emotionally
data collection tools
Data Collection Tools
  • Student Surveys (Pre and Post)
  • Teacher Questionnaires (Pre and Post)
  • Negative social and emotional occurrence tally sheets (Pre and Post Implementation)
  • Daily Reflection Notes
review of literature self concept self worth
Review of Literature – Self Concept & Self Worth
  • How children perceive themselves often transfers over to their academic and social success (Brokenleg & Van Bockern, 2003)
  • Children who lack self-esteem often lead lives that distance themselves from the community (Brokenleg & Van Bockern, 2003)
  • Circle time produced significantly higher improvements of children’s self-worth & self-esteem (Miller & Moran 2007)
review of literature self concept self worth cont
Review of Literature – Self Concept & Self Worth (cont.)
  • Children also begin to become good listeners (Kriete, 2003)
  • Allows children to have a voice and it is heard and respected among community members (Kelly, 1999).
review of literature building community
Review of Literature – Building Community
  • Close bonds and friendships are formed during circle activities (Moss & Wilson, 1998)
  • Gives children the opportunity to express themselves in front of others who rarely talk (Kelly, 1999)
  • Provides the opportunity to model appropriate skills that make their classroom a kind and caring community (Kriete, 2003).
review of literature building community cont
Review of Literature – Building Community (cont.)
  • Allows children to feel a sense of security and belonging (Kriete, 2003)
  • Children are valued and respected by fellow classmates (Kriete, 2003)
  • Children stand up for themselves and other classmates because they feel a sense of ownership to the circle of friends (Mirsky, 2004)
review of literature social and emotional behaviors
Review of Literature – Social and Emotional Behaviors
  • Has a positive change on behavior of children with emotional and social behavior difficulties (Canney & Bryne, 2006)
  • Reduced aggressive and impulsive behaviors of students (Canney & Bryne, 2006)
  • Greater appreciation for cultural differences decreasing negative behaviors (Tew, 1998)
review of literature social and emotional behaviors cont
Review of Literature – Social and Emotional Behaviors (cont.)
  • Improved social interactions of students (Canney & Byrne, 2006)
  • Helped improve behavior management inside and outside the classroom (Kelly, 1999)
  • Some children with severe emotional and behavioral difficulties did not take the circle time activities seriously (Canney & Bryne, 2006)
questions still to be answered
Questions still to be answered:
  • How will circle time implementation in a kindergarten setting affect behaviors in the classroom?
  • Will these daily meetings improve student’s self-concept and build community within the classroom?
  • Will this community involvement carry over into real-life situations outside the classroom?
methodology participants
Methodology - Participants
  • Took place in 2010 at an Early Childhood Center
  • 5 year old kindergarten
  • 6 boys and 5 girls
  • 8 Caucasian and 3 Hispanic Students
  • Lasted 9 weeks
methodology procedure
Methodology - Procedure
  • Students engaged in various role play scenarios
  • Social and emotional behaviors were modeled
  • Each student had opportunity to participate or contribute to each activity
procedure monday
Procedure - Monday
  • Discuss experiences from their weekend
  • Modeling and discussion of a specific problem scenario involving friendship skills

such as:

(a) how to be a good friend by taking turns

(b) thinking about how others feel

(c) including everyone

(d) using kind words

procedure tuesday
Procedure - Tuesday
  • A one word share from each student regarding their feelings that day
  • Students identified their type of emotion as either a good feeling or a bad feeling.
  • The modeling lesson that followed the one word share targeted students’ abilities to identify their emotions, control negative and positive impulses, and to empathize with their peer
procedure wednesday
Procedure - Wednesday
  • A problem solving scenario to discuss and role play with a partner
  • Scenarios were chosen based on the ill use of manners and inappropriate behaviors
  • These circle time lessons allowed students to model and discuss positive ways to improve classroom citizenship and the community as a whole
procedure thursday
Procedure - Thursday
  • School wide Second Step® program
  • Engages students in discussing:
      • Social and emotional feelings,
      • Empathy
      • Building relationships.
  • These violence prevention activities focused around helping children with behavioral and social and emotional needs at school and at home
research design tools used
Research Design – Tools Used
  • Pre and Post Student Surveys
  • Pre and Post Teacher Questionnaires
  • Negative social and emotional behavioral tally sheet (before and during implementation)
  • Daily Reflection Journal - Classroom Atmosphere
results pre and post survey
Results – Pre and Post Survey
  • 27.3% increase in number of students responding that classmates made them feel happy
  • 36.4% increase in the total amount of students who stated classmates were happy when talking or playing with them
  • 18.2% increase in students that felt happy when entering the classroom
results pre and post survey open ended questions
Results Pre and Post Survey – Open Ended Questions
  • An increase of 36.4% of students expressed they felt happy in circle
results teacher pre and post observations self concept
Results – Teacher Pre and Post Observations (Self Concept)
  • 27.2% increase in observations of students talking positively about themselves on a daily basis
  • 36.4% increase of students talking positively about other classmates on a daily basis
  • 27.3% increase in observations of students exhibiting warmth and compassion towards classmates and the teacher
results teacher pre and post observation building community
Results – Teacher Pre and Post Observation (Building Community)
  • 18.1% increase in observations of students playing with others inside the classroom
  • 27.3% increase in observations of students having many close friends in the classroom
results teacher pre and post observation social and emotional
Results – Teacher Pre and Post Observation (Social and Emotional)
  • 18.2% increase in observations of students having very few social problems at school
  • 9.1% decrease in observations of students having very few emotional problems while at school
  • A 9.1% decrease  in percentage of students categorized displaying aggressive behavior
negative social and emotional behavioral occurrences observed
Negative Social and Emotional Behavioral Occurrences Observed
  • Occurrences decreased 0.5 occurrences per day with the implementation of circle time activities
  • During the 8th week occurrences per day increased, rising over the baseline average   
  • Baseline averaged 6.3 occurrences per day
  • During implementation it averaged 5.8 occurrences per day
results daily reflection journal
Results – Daily Reflection Journal
  • Classroom atmosphere showed positive signs of loving, caring and respectful behaviors
  • Examples:
    • students helping other classmates up after falling on the playground
    • taking turns
    • using good manners, such as saying please and thank you
discussion
Discussion
  • Did not clearly show an effect on students, either socially or emotionally – inconclusive
  • At times, positive effects related to self-concept, building community and social and emotional behaviors
  • Students felt safe and happy around peers during circle time
discussion cont
Discussion (cont.)
  • Overall increase in percentage of students exhibiting warmth and compassion of classmates and teacher
  • Increase in the overall percentage of children playing with others
  • An increase in the overall percentage of students forming friendships
discussion cont1
Discussion (cont.)
  • A slight increase of emotional issues of students
  • Negative behaviors decreased .5 occurrences per day throughout implementation
  • In the 8th week of implementation the # of negative occurrences rose above the baseline average (not sure why)
limitations
Limitations
  • Not being able to control if every child participated in the action research study
  • Outside factors – child’s home life
    • Sleep
    • Food
  • Comfort level the student felt towards teachers and other classmates
conclusion
Conclusion
  • Circle time “helped more than it hurt”
  • Students learned a lot about themselves and others
  • It decreased negative behavioral occurrences
  • Helped in forming friendships and increased self worth.
conclusion cont
Conclusion (cont.)
  • The classroom atmosphere improved socially
  • Multiple caring comments were overheard
  • Slightly decreased aggressive behaviors
  • Emotional problems increased slightly