Behavior Problems in the Classroom: Can Character Education Improve It?

ED 712.22 Jacqueline Holzer Professor OConnor-Petruso Spring 2010

Table of Contents Abstract............................................................................................................................ii Introduction......................................................................................................................3 Statement of the Problem.....................................................................................4 Review of Literature............................................................................................4-13 Statement of the Hypothesis................................................................................14 Method Participants..........................................................................................................14 Instrument(s).......................................................................................................14 Experimental Design...........................................................................................15 Procedure.............................................................................................................15 Results..............................................................................................................................15 Discussion........................................................................................................................15 Implications......................................................................................................................16 References........................................................................................................................16-18

Appendices........................................................................................................................19

Abstract

Introduction

Behavioral problems have been a constant in the school environment for centuries. Recently, as the disruptiveness is impeding the learning and safety within the school environment the problem has begun to receive more attention. The lack of discipline encourages students to act out with little or no fear of consequences. The following reading will discuss research based on the concern of behavioral problems and theorist views on childrens developmental stages. It will illustrate some of the current instructional strategies, along with those from researchers implementation of character education and improving student behavior.

Statement of Problem The lack of positive character being effectively enforced within the school, and mostly absent in the home, the school environment is becoming challenged. On a regular basis teachers are forced to deal with disruptive behavior in the classrooms that takes away from their teaching time. Some students may not be aware of why they are behaving a certain way, while others are fully aware of their actions but choose not to care. Children need guidance and with Character Education they are introduced to concepts such as moral, respect and integrity. The researcher believes through character education students will grow into mature and respectful individuals, thinking about their actions before hand and have the ability to resolve problems in an appropriate manner. Citizens are realizing that a society cannot operate unless its citizens follow certain moral principals, and schools are realizing that without character education, which can help establish a good learning environment, education itself may not be effective (Davis, 2006,p.8).

Review of Related Literature When analyzing the behavior concern within schools many researchers agreed that discipline is not a new issue, it has been an on going problem for centuries. Public Agenda conducted a survey in which 97% of teachers agreed that schools need discipline and behavior to grow (Public Agenda, 2004). Children quickly become influenced by negative atmosphere that surrounds them. Gradually students come to feel no moral discredit in rule violation and grow

unresponsive to discipline.(Goodman, 2007, p.4) Although teachers enforce classroom rules and other disciplinary approaches, as Goodman stated, explicit rules, clear authority, proportionate sanctions, administered equitably, and group participation are important but insufficient.(Goodman, 2007, p.5). In order for positive behavior to be effective the students have to think twice before acting out or repeating the disruptive or similar behaviors. The introduction of character education is beneficial to all parties involved; as educators we learn more about our students and the students are giving the information needed to develop character and morals. Children see their surrounding world and develop their character based on what they see and what they are taught. Rynders (2006) supports this belief by stating we have choices in our lives, and we make those choices based upon what we know.(Rynders, 2006, p.215). In agreement with Rynders, author Brannon (2008) argues, childrens beliefs about what is right and wrong traditionally have been strongly influenced by their families (Brannon, 2008, p.62). With that in mind, educators should feel compelled to look out for their students best interest, steering them in the appropriate direction.

Pros Through character education students are not only developing their character, they are also discovering skills and qualities about themselves that were always there (Rynders, 2006, p.217). Looking at the behavioral trends taking place in our schools McArthur (2002) believes

when teachers stress social skills in the classroom and create a climate of cooperating and respect for others, there are fewer discipline problems and less negative behavior (McArthur, 2002,p.183). Developing character is not just to improve the school environment and behavioral problems, but by teaching students character and morals we are preparing them for life after school, better known as the real world. Moral responsiveness is as much a preparation for civic life as Math and English, and just as sorely needed. It is the social glue that binds individuals to a collective society and the substrate supporting our social institutions (Goodman, 2007, p.20). Students who exhibit prosocial skills are more considerate and sociable, display higher levels of language and development, are more competent in performing cognitive tasks, and overall, behave more appropriately in school(Gable, Hester,P.,Hester,L.,Hendrickson, 2005, p.41). By teaching students how to handle and address a potential problematic situation they are able to better control their lives. McArthur (2002) agrees, claiming when teachers stress social skills in the classroom and create a climate of cooperation and respect for others, there are fewer discipline problems and less negative behavior (p.183). We have the opportunity to make sure children receive consistent messages about the value of good character (Brannon 2008). Along side Brannon is William Bennett, who was quoted saying if we want our children to possess the traits of character we most admire, we need to teach them what those traits are (Milson & Mehlig, 2002, p.1)

Within the Peaceable Magnet School, the staff created a peaceable school initiative. The students became actively involved in activities such as creating peace colors, logos, peace thoughts and creating a peace chain from kindness links. As a result the teachers and staff saw a difference in attitudes and behaviors in students as they discussed and explored peace (Celia & Anstine, 1999). Milson and Mehlig (2002) conclude that A teacher who is motivated and persistent regarding character education is likely to believe in his or how own ability to build students character and the ability of teachers in general to overcome negative influences outside of the classroom. (Milson & Mehlihg, 2002, p. 48). In agreement with Milson and Mehlig (2002), Varnham (2005b) believes that schools have a unique opportunity to not only teach democratic principals and values, but also reinforce and demonstrate that teaching by their practices and procedures (Varnham, 2005b, p.2).

Cons While many researchers and authors agree with implementing character education to improve student behavior, there are those who find its faults. Bulach (2002) alleges that The citizens of some school systems have objected to this process because the desired character traits are often in the eyes of the beholder, that is, one community may emphasize character traits that are not valued by citizens of another community (Bulach, 2002, p.79). Davis (2003) agrees that character education teaches students to do the right thing for the wrong reason. He recommends instilling in students to do the right thing for the right reason, be modest and be careful (p.49).

Many researches believe character education should be taught from the beginning; However, Milliren and Messer (2009) disagree. They argue that we cannot force the issue of character development. We can only reinforce the appropriate components of character when we have an opportunity to observe them in action (Milliren and Messer, 2009,p. 30).

Prior Research A study was conducted by Brannon (2008), interviewing National Board Certified Teachers (NBCT) in the state is Illinois. Within this study the teachers being interviewed expressed their concern with finding time to teach character education. Since implementing it the interviewees saw positive results stating students learning and demonstration of positive behaviors has improved. (Brannon, 2008). Although there is no real strong data on character education, effective strategies in character education have increased (Winton, 2008, p. 307). Skaggs and Bodenhorn(2006) have both stated that character education, while widely implemented in schools nationwide, have not been widely researched using comparative studies (Skaggs & Bodenhorn 2006, p.1). Although there is limited data on the subject, Winton (2008) continued to argue, advocates claim that character education can improve students, schools, and society (Winton, 2008, p.307).

Instructional Strategies

A variety of researchers have introduced different character curriculums in an effort to improve the negative behavior. A NBCT interviewee was quoted stating if we want students to practice good character traits at school, we must teach students what is acceptable versus unacceptable behavior (Brannon, 2008). Instructional strategies that were implemented throughout the schools being surveyed were taught through modeling, discussion, role-playing activities and cooperative learning. There was also a focus on the notion that these strategies should be practiced at home in addition to the classroom, mainly because adults in a childs life, whether it be a teacher or a family member serve as role models for children. Rynders (2006) and Barton, Richard and Wenglinsky (1998) address an instructional method called Character Counts!, developed by the Josephson Institute of Ethics. If students internalize the right values, and their actions are informed by those values, they will become responsible citizens in the school hall and school room, as they will in the community as a whole (Barton et al., 1998, p. 35). Within this program the six pillars of character are presented: trustworthiness, respect, responsibility, fairness, caring, and citizenship. According to the Character Counts! website, a school in Montcalm County, Michigan has seen a decline in discipline referrals over two years (Rynders, 2006, p.216). Once students learn about character and how to develop it within, they want to become better individuals (Rynders, 2006,p 216). A program that has proven to be a success in New York Middle School is PRIDE. This program was developed to address both moral and performance character concerns (ButlerBanks, 2010, p.18). Mondays consist of planning for success by setting goals for the week.

Tuesday is devoted to reading. Wednesday is improving your grades day, where teachers and students work in structured study halls. Thursday is developing your character day, where students focus on character traits through activities. Fridays are enjoy your day through music, group meals etc. Decreasing discipline referrals, students must complete a reflection sheet identifying which responsibility they violated and how they will handle the situation in the future (Butler-banks, 2010, p.19). Though the overall intention of character education is to build character and morals, we want the students to be part of a safe and nurturing environment. Another strategy that reflects positive character is Alternative Dispute Resolution. Varnham (2005a) views this strategy as one where disputes are resolved by negotiation and mediation (Varnham, 2005a, p. 89). Peer meditation is a positive approach to solving problems. Students act as the mediators in disputes with other students. The difference between this strategy and the common disciplinary approach is that peer mediation allows students to work out their differences and work towards a solution. As described by Varnham (2005a), successful peer mediation programs can offer students to see the positive of a conflict, provide structure for students to handle conflicts, teach responsibility, develop life skills, promote understanding and sensitivity to other individual needs, increase student interest, promote a higher level of citizenship, build a better school environment, reduce discipline referrals and increase teaching time (Varnham, 2005a,p. 90). Winton (2008) reviews two programs, Character Matters! and the CEP. The goals of these programs are to achieve behavioral changes through character education. Their academic,

interpersonal, social and civic behaviors are all identified as problematic (Winton, 2008, p. 309). As a result of these programs, they both assure parents a safer school environment will produce through the practice of Character Matters! and the CEP. Tolerance, respect, caring and love for one another is practiced, taught and learned. Along with implementing practices, school staff is required to model the values as well. Strategies suggested for success within these two programs are to include stories, posters, announcements, community signs, assemblies and a monthly focus on individual attributes. Character Matters! and the CEP also support the use of rewards to acknowledge demonstrations of character (Winton, 2008,p.311). Similar to this is the Grimm Approach. The Grimm brothers have written many popular fairy tale stories, all of which include moral law and general types of human experiences (Bryan, 2005). By using familiar literature to teach character students are presented with a variety of character traits. With literacy being a priority in the classroom, we should read books that students are familiar with and can learn more than one lesson from. Along with the literature approach is the social studies approach to teaching character education. Sanchez (2006) relates social studies to the character in everyone. He believes social studies can teach character through story telling. Within these stories students are exposed to how women and men of our history were faced with difficult and challenging situations and how they overcame it through truth, integrity, honesty and loyalty. By exposing students to this we are encouraging them to make personal connections and think about the choices made (Sanchez, 2006). In agreement with Sanchez, Ellenwood (2006) believes that

convincing students that interesting people think about values in difficult situations is a vital first step in developing a students ability to judge (Ellenwood, 2006, p.18) Judicious Discipline supports respectful and safe classroom environments (Landau & Gathercoal, 2000). Within Judicious Discipline, researchers focused on using the language of citizenship rights and responsibilities into class meeting to teach positive goal setting and peaceful conflict resolution (Landau & Gathercoal, 2000, p. 450). Once students understand their rights and responsibility they learn to monitor their own behavior by assessing their actions of time, place and manner (Landau & Gathercoal, 2000, p.451). Adding to Landau & Gathercoal,; Celia and Anstine (1999) reviews programs that support discipline and behavior which are displayed within the Peaceable Magnet School. These programs consist of a discipline committee, student leaders in the cafeteria who reports to the Assistant Principal, assistance with students receiving failing grades, and an in-school suspension program with a curriculum focused on decision making and manners, and parent shadowing (Celia & Anstine, 1999). With all the curriculum available on character education the goal, as Davis (2006) clearly stated is to help young people understand, care about and act upon core ethical values. (Davis, 2006, p.7).

Theorist Maria Montessori, Lawrence Kohlberg, Dr.Thomas Linkona , and Abraham Maslow all agree that character education is valuable. Maslow created the hierarchy of basic needs, which

includes the need of the individual to fulfill physiological requirements, need to safeguard ones existence, the need to build personal affiliations, the need to find self-esteem and the need for self-actualization or personal fulfillment (Smith, 2001, p.2). Maria Montessori believed that character education was of equal if not greater consequence than learning to read, write and do numbers (Vardin, 2003). Both Montessori and Kohlberg conclude that children develop character by exploring and making free choices. Summing up Kohlbergs theory, Six Stages of Moral Development, Brimi (2009) states instead of telling kids how to act, teachers would have to rely on the students to discover how to act (Brimi, 2009, p.128). In agreement with Brannon (2008), Kohlberg agrees that role playing and a democratic environment can be beneficial to moral development (Davis, 2003). In agreement with Kohlberg, Montessori believed that the undisciplined child enters into discipline by working in the company of others, not by being told that he is naughty (Vardin, 2003). Dr. Linkona developed the Eleven Principals of Character Education Effectiveness (Bulach, 2002 p. 81). Within these eleven principals the following is suggested to strengthen character education in the classrooms; core ethical values, cognitive, emotional and behavioral aspects of moral life, comprehension and proactive, caring community, moral action responsibilities, a meaningful and challenging curriculum, teachers, staff and administration share responsibility, moral leadership, and evaluation of character (Vardin, 2003).

Statement of Hypothesis HR1: By implementing character education in P.S X, twice a week over a six week period, a positive and safe environment will occur, resulting in a decrease of behavioral problems. This hypothesis will be tested through classroom observations, read alouds, class discussions, activities, discipline referrals, and completed surveys.

Method Participants The researcher selected two second grade common branch classrooms at PS.X to conduct the action research. PS X is located in Brooklyn, NY. Both classrooms have a total of 24 students. Each classroom has behavioral concerns. The independent variable to be utilized will be that in the first classroom the teacher will implement a character education curriculum twice a week, over a six week period. The instruction will be completed as the first lesson of the day, before academic instruction begins. Within the instruction will be a read aloud, discussion and activities. Instruments There will be three surveys distributed. The initial survey will be completed by the family member and school staff prior to beginning to action research. It will be scored by strongly agree

to strongly disagree and will assess how the adult in the students lives address problematic behavior and the ability to model good character. The second survey will be completed by students in classroom 1 and 2 prior to the action research. The questions will be similar to the first survey but the students will evaluate their practices with good character. It will be scored by strongly agree to strongly disagree and will assess the type of individual each student is. The third survey will be completed by the students in classroom 1 where character education has been implemented. The survey will be completed at the end of the six week action research. It will assess the students thoughts on character education and assess themselves as participant of good character.

Experimental Design XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX Procedure XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

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Implications XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

References Barton, P.E.,Coley, R.J., & Wenglinsky,H. (1998). Order in the Classroom: Violence, Discipline and Student Achievement. Policy Information Center: Research Division. Princeton, NJ: Educational Testing Service. Retrieved from Key to Saferschools:
HYPERLINK "http://www.keystosaferschools.com/Reports/Order%20in%20the%20Classroom-Violence, %20Discipline.pdf" \t "_parent" http://www.keystosaferschools.com/Reports/Order%20in%20the

%20Classroom-Violence,%20Discipline.pdf Brannon, D. (2008). Character Education: It's a Joint Responsibility. Kappa Delta Pi Record, 44(2), 62-65. Retrieved from ERIC: 2816294 Brimi, H. (2009). Academic Instructors or Moral Guides? Moral Education in America and the Teachers Dilemma. Clearing House, 82(3), 125-130. Retrieved from Academic Search Complete: 35608363 Bryan, L. (2005). Once Upon a Time: A Grimm Approach to Character Education. Journal of Social Studies Research, 29(1), 3-6. Retrieved from ERIC 161376614 Butler-Banks, C. (2010, February 4,). PRIDE in school and self: Waterloo Middle School uses character education to improve academics. New York Teacher, LI(9), 18-19 Bulach, C. (2002). Implementing a Character Education Curriculum and Assessing Its Impact on Student Behavior. Clearing House, 76(2), 79. Retrieved from ERIC:9270870 Celia E..J., & Anstine, R.T. (1999). Promoting Peace in a Place Called School. Learning Environments Research, 2(1), 65-77. Retrieved from Education Research Complete database: AN9778787 Davis, D. (2006). Character Education in America's Public Schools. Journal of Church & State, pp. 5-14. Retrieved from Academic Search Complete database :20335495 Davis, M. (2003). What's Wrong with Character Education?. American Journal of Education, 110(1), 32-57. Retrieved from ERIC: 12218539

Ellenwood, S. (2006). Revisiting Character Education: From McGuffey to Narratives. Journal of Education, 187(3), 21-43. Retrieved from Academic Search Complete database: 25387945 Gable, R., Hester, P., Hester, L., Hendrickson, J., & Sze, S. (2005). Cognitive, Affective, and Relational Dimensions of Middle School Students: Implications for Improving Discipline and Instruction. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 79(1), 40. Retrieved from ERIC database: EJ725133 Goodman, J. F. (2007). School Discipline, Buy-In and Belief. Ethics and Education, 2(1). Retrieved from ERIC Database: EJ815028. Landau, B., & Gathercoal, P. (2000). Creating Peaceful Classrooms. Phi Delta Kappan, 81(6), 450. Retrieved from ERIC:2770170 McArthur, J.R. (2002). The Why, What, and How of Teaching Children Social Skills. Social Studies, 93(4), 183-185. Retrieved from ERIC database:EJ770138 Milliren, A., & Messer, M.. (2009). "Invitations" To Character. Journal of Invitational Theory & Practice,15, 19-31. Retrieved from ERIC: 48480767 Milson, A., & Mehlig, L. (2002). Elementary School Teachers' Sense of Efficacy for Character Education. Journal of Educational Research, 96(1), 47. Retrieved from Academic Search Complete database :7254975 Public Agenda, and Common Good. (2004). Teaching Interrupted: Do Discipline Policies in Todays Public Schools Foster the Common Good?. Public Agenda. Retrieved from: HYPERLINK "http://commongood.org/assets/attachments/29.pdf" \t "_parent" http://commongood.org/assets/attachments/29.pdf Rynders, L. (2006). If You Matter to Someone, There is Always a Glimmer of Hope. Reclaiming Children & Youth, 14(4), 215.217. Retrieved from Academic Search Complete:19719036 Sanchez, T. (2006). Harry Truman and The Atomic Bomb: An Excursion into Character Education through Storytelling .American Secondary Education, 35(1), 58-65. Retrieved from Academic Search Complete database: 23130772 Skaggs, G., & Bodenhorn, N. (2006). Relationships Between Implementing Character Education, Student Behavior, and Student Achievement. Journal of Advanced Academics, 18(1), 82-114. Retrieved from Academic Search Complete database:24105373 Smith, C.J. (2001). School Discipline and Classroom Management: A Must for Improved Instruction. Walden University Cyberspace Chapter of PDK International. Retrieved from Walden PDK on March 19, 2010: HYPERLINK "http://waldenpdk.org/newsletters/Smith_SchoolDiscipline.html" \t "_parent" http://waldenpdk.org/newsletters/Smith_SchoolDiscipline.html

Vardin, P. (2003). Character Education In America. Montessori Life, 15(2), 32-34. Retrieved from ERIC:31806262 Varnham, S. (2005a). Seeing Things Differently: Restorative Justice and School Discipline. Education and the Law, 17(3), 87-104. Retrieved from ERIC database: EJ820184 Varnham, S. (2005b). Citizenship in schools: the gap between theory and practice. Education & the Law, 17(1/2), 53-64. Retrieved from ERIC:18290062 Winton, S. (2008). The appeal(s) of character education in threatening times: caring and critical democratic responses. Comparative Education, 44(3), 305-316. Retrieved from Academic Search Complete:33418603

APPENDICES Appendix A Appendix A: Consent Form

Dear Parent/ Guardian, My name is Jacqueline Holzer and I am currently a graduate student at Brooklyn College. I am conducting a research for my thesis class on Character Education. In order to conduct this research I am seeking permission to include you and your child in my study. If you chose to participate I will ask you and your child to complete surveys throughout the research. Your child will participate in class discussions and activities pertaining to character education. All information will be kept confidential and student identify along with school information will remain anonymous.

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( ) I give my child permission to participate in this anonymous research study.

( ) I do not give my child permission to participate in this anonymous research study.

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