WTS 1 & 2

Plants and Animals in EBD Classrooms

Leanna Cernohous
Saint Marys University of Minnesota
Schools of Graduate and Professional Programs
Portfolio Entry for Wisconsin Teacher Standards 1 & 2
EDUW 691 Professional Skills Development
Caroline A. Hickethier, Instructor
August 1, 2014

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National Board Core Proposition 1: Teachers are Committed to Students and Their
Learning

NBCTs are dedicated to making knowledge accessible to all students. They believe all

students can learn.

They treat students equitably. They recognize the individual differences that distinguish
their students from one another and they take account for these differences in their

practice.
NBCTs understand how students develop and learn.
They respect the cultural and family differences students bring to their classroom.
They are concerned with their students self-concept, their motivation and the effects of

learning on peer relationships.

NBCTs are also concerned with the development of character and civic responsibility

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Selected Wisconsin Teacher Standard Descriptors

Wisconsin Teacher Standard (WTS) 1: Teachers know the subjects they are teaching.
The teacher understands the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches and can create learning experiences that make these aspects of
subject matter meaningful for students.
Knowledge. The teacher relates his/her disciplinary knowledge to other subject areas.
Disposition. The teacher realizes that subject matter knowledge is not a fixed body of
facts but is ever-evolving. S/he seeks to keep abreast of new ideas and understandings in the
field.
Performance. The teacher can create interdisciplinary learning experiences that
encourage students to integrate knowledge, skills, and methods of inquiry from several subject
areas.
Wisconsin Teacher Standard (WTS) 2: Teachers know how children grow.
The teacher understands how children with broad ranges of ability learn and develop, and
can provide instruction that supports their intellectual, social, and personal development.
Knowledge. The teacher understands that students physical, social, emotional, moral,
and cognitive development influence learning and knows how to address these factors when
making instructional decisions.
Disposition. The teacher appreciates individual variation within each area of
development, shows respect for the diverse talents of all learners, and is committed to help them
develop self-confidence and competence.

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Performance. The teacher assesses individual and group performance in order to design
instruction that meets learners current needs in each domain (cognitive, social, emotional, moral,
and physical) and that leads to the next level of development.

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Danielsons Domains
Domain 1: Planning and Preparation
Component 1a: Demonstrating Knowledge of Content and Pedagogy
Component 1b: Demonstrating Knowledge of Students
Component 1c: Selecting Instructional Goals
Component 1d: Demonstrating Knowledge of Resources
Component 1e: Designing Coherent Instruction
Component 1f: Assessing Student Learning
Domain 2: The Classroom Environment
Component 2a: Creating and Environment of Respect and Rapport
Component 2b: Establishing a Culture for Learning
Component 2c: Managing Classroom Procedures
Component 2d: Managing Student Behavior
Component 2e: Organizing Physical Space

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Pre-assessments
Self-assessment of Instruction Related to WTS and Targeted Student Learning Objectives
To address Wisconsin Teacher Standards (WTS) 1 and 2, I want to improve student
learning in my EBD classroom through the addition of living plants and animals to the
classroom. The students that will be in my classroom this fall are Special Education students
with emotional and/or behavioral disabilities. I will be starting this position as a new Elementary
Special Education teacher, leaving the world of agriculture at the high school. There are a few
very challenging students that will be on my caseload. With my agricultural background, it was
near immediate that I wanted to look into the idea of incorporating living plants and animals into
the classroom and what better time to do that than in this summer course project. In the current
classroom, there are no plants or animals. Incorporating plants and animals would create an
ambiance in the classroom that was conducive to learning. It would also create learning
experiences for all the students by allowing them to apply materials learned in other subject
areas, and develop and/or build social, physical, emotional, and moral skills; ultimately
improving overall student learning.
The knowledge descriptor I chose for WTS 1 was The teacher relates his/her
disciplinary knowledge to other subject areas. My job this fall will be in EBD, but the teaching
experience I have is in agriculture. All of the core subjects are taught in agriculture through
measurements, data collection and analysis, writing reports, synthesis of historical actions, and
many more. I will bring this knowledge with me to teach my EBD students about the various
subject areas, but also in the areas of personal growth and development. Students thrive when
they are able to apply what they are learning in class to something relevant to them.
Incorporating plants and animals into the classroom and curriculum will provide a different

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learning route for applications of core classes, but it will also provide learning in regards to the
other sides of the student: the emotional, moral, social, and physical sides through learning
empathy, responsibility, and compassion.
The teacher understands that students physical, social, emotional, moral, and cognitive
development influence learning and knows how to address these factors when making
instructional decisions. is the knowledge descriptor I chose for WTS 2. Through the
incorporation of plants and animals into the classroom, students can work on these other skill
sets in conjunction with core material, and ultimately increase overall learning. My instruction
will focus heavily on the incorporation of the plants and animals to improve student learning via
varied instructional techniques.
Assessment of Student Performance Related to Targeted Student Learning Objective(s)
Many elementary EBD students have difficulties with managing their feelings and it may
lead to learning interruptions in their general education classrooms. By providing an
environment with plants and animals, I will be able to create a warm, calming ambiance and I
will be able to utilize the organisms to teach, or reteach, core material or social skills. The
ambiance is significant to many students that need to leave their general education classrooms
due to over stimulation, or a host of other reasons, when diffusion is the necessary goal for the
student.
Assessment of Learning Environment While Learning Targeted Objective(s)
The learning environment in the EBD classroom can vary greatly and quickly. Presently,
the room is very busy with most of the walls and cupboards covered in posters and supplies
(Artifact A). Bringing an overly stimulated student into a classroom full of more stimuli is
contradictory to the goal of decreasing the students energy level, and calming him/her down.

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While a situation such as this may occur, another student may be in the room for support of a
regular education class. The learning environment in an EBD classroom is diverse and often
unpredictable.
Assessment Conclusion and Essential Question to Guide Research
The self-assessment, assessment of student performance, and learning environment
assessment show that the addition of plants and animals to the EBD classroom could be
beneficial through quicker diffusions, and increases in learning academic and non-academic
skills as a result of limiting behavioral interruptions. Therefore, my essential question is, What
are the effects of plants and animals on student behavior in an EBD classroom?
Research Summary
Just a few miles down the road from my house is a stable. You will not find students
practicing for a show, taking their horses over jumps, or even roping cattle. There at that stable,
you will find horses walking carefully and slowly with a rider, a leader, and someone to the side
of the saddle. The stable is for therapy riding. Kids come from the area to ride the horses as part
of a therapy program. The reason for the therapy can vary greatly from physical to emotional to
social. Animals tend to have a calming effect on people, so they are a frequent addition in
therapy programs. Plants fit into that same category. Look at lobbies in hotels, convention
centers, etc. Most of them have a number of plants. Plants create a pleasant ambiance. Bringing
both plants and animals into the EBD classroom has the potential to be quite beneficial to the
students who utilize that room.
Disregarding the learning environment is common when evaluating teaching and learning
(Gifford, 1997 cited in Han, 2009). Often, grades and teacher performance are the two main
factors looked at; the learning environment may be a secondary factor. Goh and Fraser (1997;

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Fraser 1986, 1991, 1994, as cited in Han, 2009) also acknowledged that the learning environment
plays a role in student learning and because of that, it should promote learning. The learning
environment of students typically consists of an indoor classroom, which may or may not have
windows. Most people spend 80% of their day inside (ASHS, 2009). When that much of an
individuals day is indoors, a natural desire is present for green, not just referring to the color,
but actual living plants and a connection with nature.
The push to add green to our lives was based on research noting positive benefits of
doing so (ASHS, 2009; Faber, Taylor, Kuo & Sullivan, 2001 as cited in Han, 2009). The benefits
of adding green, through plants, to our lives can vary a great deal. One study showed an
increased reaction time of 12% for employees on computer tasks when plants were present
(ASHS, 2009). Dravigne et al. (as cited in Doxey & Walizcek, 2008) noted that in a recent study
offices with plants had employees with higher job satisfaction. In a non-professional setting,
contact with nature is still favorable, regardless if it is direct physical contact or visual only, as
studies have shown behavioral improvements, health improvements, mood and mental fatigue
recovery assistance (Faber, Taylor, Kuo & Sullivan, 2001; hartig, Mang & Evans, 1991; Kaplan,
1995; Wells, 2000 as cited in Han, 2009). Plants continue to offer benefits to students as well, as
noted in a Taiwanese study conducted by Han (2009). Han set up two classrooms, one with
plants, and one without. The rooms were very similar in all aspects, aside from containing
plants. Over the period of the study, the classroom with the plants generated significantly
stronger feelings of preference, comfort, and friendliness, were less absent due to illness, and
misbehavior was less (Han, 2009). It is also important to remember that people sought plants to
have in their homes since the 1700s, despite the wives tale that the plants could suffocate you

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while you slept; people still kept plants in their homes (Gowan, 1987 as cited in Doxey &
Waliczek, 2008).
Today, many people still keep plants in their homes, but they often have a pet too. This may be
because animals have a human benefit as well. In looking at the effects of animals on EBD
student behavior, the results were similar. Kotrschal and Ortbauer (2003, as cited in Allen &
Hessick, 2011) looked into the effects of having a dog in the classroom. Overall, the aggressive
and hyperactive behaviors were decreased, social activity and communication amongst students
increased, as well as student attention toward the teacher. Ellis, Smith, and Thigpen (printed
2014) looked into animals at a juvenile residential facility called Green Chimneys, as well as
prisons. Despite the difference of setting, the dogs participated in much the same way and for
the same purpose ultimately, as noted by Kotrschal and Ortbauer: to build social skills, life skills
and various other experiences. At Green Chimney, two different programs were run with the
dogs: one with professionals, called AAT (animal assisted therapy), and one with volunteers and
their pets, called AAA (animal assisted activities) (Ellis, Smith and Thigpen, printed 2014). In a
classroom setting, the most applicable program is AAA.
Students have much to gain from having animals in the classroom, but it is not always
feasible. The liability carried by the school may be enough to prevent the idea from coming to
fruition. Other situations may involve allergies or even parent concerns. The risk is always there
too when you have a pet in the room for the spread of diseases, or the bite risk. It is imperative
to have a dog selected that will suit the needs of the students and the classroom, if administration
gives permission for one.
The findings of the effects of plants and animals on student behavior in an EBD
classroom are conclusive. Both specimens bring advantages to students; benefiting different

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students in different ways. Having the knowledge that plants and animals will benefit the
students is a good tool to take to the administration when requesting permission to have those
items in your classroom.
Research Implications
As noted above, my research solidified my presumption that plants and animals are beneficial to
have in the EBD classroom because of the positive effects on behavior. Artifact A shows the
current state of my new classroom. There are no windows, and no way to connect to nature. By
incorporating plants and animals into the classroom, I will bring nature to the students and as a
result will bring the positive benefits as well: calming ambiance in the room, decreased tensions,
increased positive social experiences, the ability to utilize non-traditional teaching tactics for
teaching emotional skills such as empathy and compassion, and teaching responsibility. Many of
the students I will have on my caseload are in need of instruction in these areas. I cannot access
my room until August 15th, 2014, but I plan to utilize the counter space for some small animal
cages such as guinea pigs, chinchillas, and/or rabbits. I will bring in plants to place around the
room, especially by the teachers desk, as it is the first thing in sight when you walk into the
room. One obstacle prior to implementation is the need for permission from the Special
Education Director and the Elementary Principal.
Research-based Action Plan
Action Plan Summary Outline
1. Seek permission from Special Education Director and Elementary Principal to have
plants and/or animals in my classroom.
2. Read through student IEPs to make the best selection of plants and animals based on
student needs, aversions, allergies etc.

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3. Process a PO for the materials needed to bring the plants and animals into the
classroom, which may include, but is not limited to cages, food, feeding dishes, bedding,
animals/fish, pots, wall hangers, and plants.
4. Rearrange classroom to allow animals to be on the counter, and spaces for plants.
5. Send out welcome letters to parents informing them of the room modifications and
welcome in.
Targeted Student Learning Objective(s)
1. Standardized goal: To decrease the number and severity of outbursts by students on
my caseload.
2. Targeted learning objective: same
Task(s) and Essential Proficiency Criteria for Targeted Learning Objective(s)
1. Task: Review records to obtain data for the number and severity of outbursts.
2. Criteria that Prove Proficiency in Meeting Targeted Learning Objective(s):
Proficiency is a decrease in number and severity of outbursts. If no decrease is
evident, there is no proficiency of the Targeted Learning Objective.
Method(s) to Assess Progress of Proficiency for Targeted Learning Objective(s)
1. Teacher will review records to monitor number of outbursts and the severity.
2. Review the data with the Special Education Director and former EBD teacher
to gain insights and appropriately align progress expectations.
Post-assessments
Instructional Insights Related to WTS and Targeted Student Learning Objective(s)
In doing this project, I found that my theories regarding plants and animals in my new
EBD classroom were legitimate. I expect students to be excited about the new additions to the
classroom, but some will have reservations and need a period of adaptation. By sending out the

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welcome letter with information about the changes, parents will have an opportunity to talk to
their child about the changes, and possibly come in to see the room if they wish. When working
with EBD students, the transitions are key, and we have a whole month to work on that before
school officially starts.
When school does start, I will utilize the animals as learning tools to work on skills such as
responsibility, empathy, compassion, and social skills. I hope to use them as rewards too, such as
a good day earns 5 minutes with the rabbit at the end of class. Again, approval by the Special
Education Director and Principal governs implementation.
Comparison of Student Performance Related to Targeted Student Learning Objective(s)
& Comparison of Learning Environment While Learning Targeted Objective(s)
My expectation of student performance in relation to the targeted student learning objectives to
decrease outbursts and severity of them via the incorporation of plants and animals into the
classroom is that there will be some improvement. I say some because I am realistic and do
recognize that change is not always welcome at first. This would apply to me changing the
classroom setting, as well as me being the new teacher. There will be challenges, and I am
confident with perseverance, by the end of the school year, outbursts and their severity will
decrease because of the ambiance I created in the classroom with the use of plants and animals.
Reflection of Entire Learning Process
What are the effects of plants and animals on student behavior in an EBD classroom? Through
this research question, I was able to create a targeted learning objective to decrease the frequency
and severity of outbursts in my classroom this next year. My research reaffirmed my suspicions
that plants and animals really can have a positive impact on students in many ways. I began this
process with the thought of classroom ambiance, but was enlightened to find that research has

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proven that plants and animals can have a much greater impact on students and their skills, not
just the ambiance of the classroom. One source brought the application back to the teacher as
well, stating that plants in the classroom make for a more inviting atmosphere for the teacher and
therefore creates yet another positive experience for the student. I am looking forward to making
these changes in my classroom, and going forward, there are endless possibilities with the skill
sets students can take away from having plants and animals in the classroom. One point of
surprise was that the amount of research done on this topic was quite miniscule in my opinion.
What Worked and Why
1. I would expect that I will be allowed to bring the plants and animals into the
classroom because the Special Education Director seemed quite interested in my topic when I
mentioned it to her. She and the principal are both very open-minded individuals.
2. I would also expect that students would take a liking to the classroom modifications
with the plants and the animals, especially since the animals will be small creatures, and the
inherent human nature to desire green space.
3. With the addition of the plants and animals to the classroom, I would expect that the
overall ambiance to the classroom would change because of the lack of green in the current
classroom.
4. By the end of first quarter, which is 9 weeks, I expect to see improvements in
compassion and empathy by many students, along with responsibility for some students, as a
result of continued exposure and incorporation of the plants and animals into the curriculum
whenever possible.

What Did Not Work and Why

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1. Anytime animals and plants are involved, there are issues of allergies that need
looking into. If students have not been in contact with the given species before, they often do not
know if an allergy is present until after the contact.
2. Bringing animals into the classroom is a potential hazard due to safety: safety of the
students and safety of the organism. The possibility does exist that administration will not allow
me to bring animals into the classroom.
3. I may not get the response from students that I am would like. Some students find
animals gross, stinky, and scary. I hope to have fewer of these students than those that like the
situation.
4. The budget is another component that may not work. Depending on the budget I have
to work with, I may or may not be able to purchase materials for the plants and animals. The
initial purchase will be significant, but subsequent purchases will not.
My Next Steps
1. I will get approval from administration to have plants and animals in my classroom.
2. I will check with my director to see what kind of budget I have.
3. I will review students IEPs to look for needs, allergies, and any other pertinent
information.
4. I will create my welcome letter to parents, introducing my classroom and myself.
5. Welcome letters will go in the mail.
6. I will create POs to purchase the materials necessary to create the environment I have
envisioned.
7. I will organize the materials in the classroom to create a balanced, welcoming effect.
References
Allen, B. and Hessick, K. (2011). The classroom environment: The silent curriculum. 21.
http://digitalcommons.calpoly.edu/cgi/viewcontent.cgi?article=1032&context=psycdsp

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American Society for Horticultural Science (ASHS). (2009, September 6). Greening university
classrooms: Adding plants increases student satisfaction. Science Daily.
http://www.sciencedaily.com/releases/2009/09/090903163947.htm
Doxey, J. and Waliczek, T. (April 2009). The impact of interior plants in university classrooms
on student course performance and on student perceptions of the course and instructor.
Horticulture Science. http://hortsci.ashspublications.org/content/44/2/384.full
Ellis, S., Smith, R., and Thigpen, S. (2005) Special education in juvenile residential facilities:
Can animals help? http://www.usca.edu/essays/vol14summer2005.html
Han, K. (5 May 2008). Influence of limitedly visible leafy indoor plants on the psychology,
behavior, and health of students at a junior high school in Taiwan.
http://eab.sagepub.com.xxproxy.smumn.edu/content/41/5/658.full.pdf+html

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Artifact A
The four pictures below are of my classroom in its current state. Notice the absence of windows,
plants, animals, and organization. The date stamp is also incorrect. It should read 08.07.2014.

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Artifact B

A tall plant will be placed on top of the

Animal cages will go on the counter.

file cabinet, or behind the wheeled chair.

Pothos will run atop the cupboards.

Several plants will be placed along

A small, low-growing plant will reside

this back wall (spider plants).

on the corner of my desk, and pothos will

run across the top of the board.

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Abbreviated Rubric for WTS 1& 2 Portfolio Entry

Student
Assessmen
t

Rubric Category

Pre-assessments

Research and Implications, Action Plan

Post-assessments of Instruction (compares to pre-assessment)

Post-assessments of Student Performance, Learning Environment

Reflection of Entire Learning Process

Artifacts

Conventions and Writing Proficiency

Overall Evidence of Masters Level Teaching Attributes