ACTION RESEARCH PROJECT

Action Research Project

Whitney Thering
Grand Valley State University

ACTION RESEARCH PROJECT

It is hard for students to understand a lesson and to gain the intended knowledge if there
are constant interruptions and the teacher has to take time to stop throughout a lesson to manage
these unacceptable behaviors. In order for students to gain knowledge and understanding of a
topic, there needs to be a positive learning atmosphere along with clear communication of
procedures and appropriate consequences and reinforcement of these guidelines. In my
classroom, I found that though the classroom rules were established, there were still constant
disruptions including students talking to others, blurting and yelling things out instead of raising
their hands, and not working on the task at hand. I also realized that the students that worked
hard and listened everyday were not being rewarded for being in control of their behavior. In
order for student learning to increase and the amount of time being wasted dealing with these
problems to decrease, a new plan had to be implemented.
One of the main issues teachers face is how to deal with discipline and classroom
behavior. According to a study done by Mike Desiderio and Cathy Mullennix, implementing
Assertive Discipline can help with this problem. Assertive Discipline is a form of classroom
management that emphasizes positive reinforcement, leading to students making appropriate
choices. Its goal is to reduce the number of incidences and disruptive student behavior in the
classroom to maximize the amount of time spent on teaching and learning. There are rules,
consequences, rewards, and procedures that must be followed. It is helpful to create a lesson to
introduce the plan to the students and it is okay to revise it based on how well it works. It is also
imperative that the teacher is consistent and reminds the students what appropriate behavior is
supposed to look like. Most importantly, teachers are to create a positive environment by
praising proper student behavior and encouraging others to do better (Desiderio & Mullennix,
2005).

ACTION RESEARCH PROJECT

It is a teachers job to enrich classroom climate and to create a community of positive

learners. This can be challenging with a variety of student behaviors in one classroom.
Misbehavior of one student can spread to other students, affecting the learning of many students
in the classroom. According to Stephanie Carpenter and Elizabeth McKee Higgins, an effective
behavior management plan includes teaching objectives, an explanation of procedures, practice
activities, prompts, reinforcement, feedback, and monitoring. This approach is meant to provide
the foundation for creating a positive learning environment that will motivate students to learn
and perform individually as well as within a group. Giving individual recognition and specific
individual feedback to students who display desirable behavior will increase overall behavior and
encourage students to self-evaluate. Overall, the class climate and individual support can
influence the behavior and achievement outcomes for all learners in a classroom (Carpenter &
McKee, 1996).
Disruptive behavior often interferes with students engagement in the learning process.
According to Caroline Guardino and Elizabeth Fullerton, a well-organized classroom permits
more positive interactions between teachers and children, reducing the probability that
challenging behaviors will occur (2010). An easy way to do this is to make environmental
modifications within the classroom. To make these changes, the teacher must observe when,
where, and why disruptive behavior is occurring and then make appropriate changes. These
changes include rearranging a classroom and desks, making material more easily available, and
making the room more aesthetically pleasing by adding plants and posters. The idea is that
students will be less distracted and pay better attention to instruction which will increase
academic engagement and decrease disruptive behavior (Guardino & Fullerton, 2010).

ACTION RESEARCH PROJECT

After reading what other educators have reported on the topic, I implemented a classroom
behavior plan that forces students with problem behaviors to face consequences but also awards
and applauds those who demonstrate appropriate and positive behavior. This plan involves a
shape (varied from month to month based on the season) for each student with their name on it.
On each shape is a chart that has a box for each day of the month. Throughout the day, if
students choose to use inappropriate behavior in the classroom, their shape is moved to the
warning zone. If they continue to exhibit problem behavior, their shape is moved to the break
zone and they lose their break that day. If they are moved, they receive an X in the box for that
day. If they do not move, or are only moved to the waning zone, they receive a sticker in that
days box. If they have all stickers for a week, we have a ceremony in which those students
receive a proactive certificate for being in control of their behavior. If they receive stickers for
a whole month, they are awarded with extra free time at the end of the month.
Before the strategy was implemented, I created a lesson to introduce the plan. During
this lesson I established specific rules and procedures that needed to be followed. I explained the
type of behavior that would warrant a shape being moved, as well as the consequences. I
reminded the students that they are in control of their behavior and have the choice every day to
come to school as proactive leaders, or to be disrespectful and disruptive and that it is up to them
if their shapes are moved or not. I constantly give students positive feedback to encourage
appropriate behavior. I also talk to those who exhibit inappropriate behavior regularly to figure
out what they can do to improve their performance.
I implemented this behavior plan seven weeks ago and am still using it today. The first
week, there were 12 students out of 29 that received stickers all week and were awarded a
proactive certificate. The second week, there were 18 total, the third week there were 18 total,

ACTION RESEARCH PROJECT

the fourth week there were 20 total, the fifth week, which was a three-day week, there were 28,
the sixth there were 23, and the seventh there were 27 total. This data was collected from the
amount of stickers and Xs on the shapes. It shows that there was a steady increase in positive
behavior in the seven weeks since the plan was introduced. In the month of February there were
17 students who had stickers for the whole month and were therefore able to have 15 minutes of
extra free time. My mentor teacher and I have also noticed an increase in attention and a
decrease in disruptions. It is also beneficial to us because as we are teaching, we do not have to
stop instruction to deal with disruptive behavior, but simply have to move the shape of the
offender(s) which immediately stops the problem behavior.
Students are showing positive interest in the plan and believe is it changing their
behavior. Every morning they come in and check their shape to see how many stickers they
have. There are also many students who will come to us or who we have overheard talking to
others saying I am working hard to not get my shape moved, or I really want a certificate this
week. This shows that they care about the plan and are working hard to improve their behavior.
When polled about the behavior plan using Google Forms on Chromebooks, 89.7% of students
said their behavior has improved since the plan began. When asked to comment about the plan
on this form, students responded by saying their behavior has improved, they are more confident,
they listen and are learning more, and they are getting their work done. However, there are many
students who get very emotional and defensive if their shaped to get moved. They will cry or try
to argue their way out of it. When this happens, I am consistent and stick with the established
consequence, letting them know that they are in control of themselves and the choices they
make.

ACTION RESEARCH PROJECT

Though this plan has many positives, it does not work for every student. Though many
are working hard to not get moved, there are some that do not care and are consistent offenders.
When I noticed this, I added to the plan, making a note home section where they can get
moved I they misbehave after they have been moved to the break zone. If they are moved
there, a note is sent home to their guardian explaining their behavior which needs to be signed by
the student and their guardian. This increased overall behavior even more.
Overall, this behavior plan has increased positive behaviors of individual students and the
class as a whole. By establishing procedures and rules for the plan and staying consistent with
moving the shapes and the consequences, the amount of disruptive behavior in the classroom has
decreased which has increased the amount of learning that takes place. To further research, the
plan could be implemented at the beginning of the year and examined throughout the whole
school year. This would show if early establishment and extra time would affect the results.

ACTION RESEARCH PROJECT

References
Carpenter, S. L., & McKee-Higgins, E. (1996, July). Behavior management in inclusive
classrooms. Remedial and Special Education, 17(4), 195-203.
Desiderio, M. F., & Mullennix, C. (2005). Two behavior management systems, one classroom:
Can elementary students adapt? The Educational Forum, 69, 383-391.
Guardino, C. A., & Fullerton, E. (2010, July). Changing behaviors by changing the classroom
environment. Teaching Exceptional Children, 42(6), 8-13.