Most Effective Strategies for Reducing Negative Behaviors

Joy Fuller
Westside Community Schools
Doane College
Research Methods: EDU 603 and Culminating Project: EDU 604
Dr. Schlichtemeier-Nutzman
Fall 2015

Table of Contents
Abstract . 3
Chapter 1: Introduction. Page 4
Context of the Study ..... Page 4
District ... Page 4
Building ..... Page 5
Classroom
....... Page 6
Teacher .......Page 8
Purpose....... Page 11
Innovation
... Page 11
Significance ... Page 11
Research Questions ... Page 13
Chapter 2: Literature Review .... Page 14
Writers Connection ...... Page 21
Chapter 3: Research Design and Methodology... Page 22
Purpose ....... Page 22
Worldview .. Page 22
Research Design/ Methodology. .Page 22
Data Collection Tools. Page 23
Sampling Design .... Page 23
Reliability ... Page 23
Validity .. Page 23
Action Research Steps and Timeline.. Page 24
Ethical and Cultural Considerations .. Page 26
Data Collection .......... Page 26
Introduction ...... ..Page 26
Data Collection Matrix ....... Page 27
Triangulation of Data ......... Page 27
Data Analysis ......... Page 29
Chapter 4: Findings and Discussions ..... Page 30
Findings .. Page 30
Discussions ............. Page 35
Chapter 5: Summary and Conclusion...... Page 38
References........... Page 41
Appendix A ........ Page 44
Appendix B ............ Page 45
Appendix C ............ Page 46
Appendix D ............ Page 47
Appendix E ......... Page 48

Abstract
Most Effective Strategies for Reducing Negative Behaviors
Joy Fuller
October 17, 2015

Negative behaviors are inevitable within the classroom. Research shows that extrinsic
rewards, consequences, and intrinsic rewards are all strategies that can be used to reduce
negative behavior. This study uses mixed methods to determine the effects of using
extrinsic rewards, consequences, and intrinsic rewards in order to reduce negative
behaviors and increase amount of time spent on academics. The first grade class was
observed for number of negative behaviors and to determine effective strategies for
reducing negative behaviors. Tally marks were used on an observation summary form to
show the number of negative behaviors, anecdotal notes were taken throughout the study,
and an electronic questionnaire was sent out to colleagues to gather information about
which strategy they find most effective and an example of the strategy. By doing this
action research it was found that all three strategies, extrinsic rewards, consequences, and
intrinsic rewards, reduced negative behaviors.

Chapter I: Introduction
Context of the Study
Westsides History and Demographics
In 1946 District 31, 46, and 65 combined as District 66 in order to meet needs of
students (westside66.org). The three schools were Oakdale, Underwood Hills, and
Loveland. The junior- senior high school opened in 1952. The district was named
Westside after the West Side Story. Westside has 10 elementary schools, one middle
school and one high school. Westside gives the option for open enrollment for students.
The high school is a premiere college preparatory program it offers modular schedule to
develop students independent learning skills. Students are required to complete 80-hours
of community service and a senior project. 85% of Westside students go to college.
(westside66.org).
Westside has always been at the forefront of innovation. Westside was the first to
have a special education program. It was the first to have a full day kindergarten
program, foreign language classes in elementary, and pre-school programs. Early
Childhood Center started in 1968 and has offered toddler programs, six half-day
programs, two full-day programs, and a five-day program. Merit Pay was rewarded to
teachers in 1971. Westside was among the first to give high school students laptops. In
2008 eighth grade students received laptops, and in 2014 laptops were extended to
seventh graders. Also, iPads were given to students kindergarten through sixth grade.
(westside66.org).

Westside mission is, The mission of Westside Community School District, as an

innovative educational system, is to ensure academic excellence and to serve the unique
needs of all learners (westside66.org).
From Westsides Demographic Report from 2012-2013 Westsides enrollment
was 5,854. Males were 50.5% of population and females were 49.5%. Free and reduced
lunch was 31.3% and no assistance was 68.7%. Students involved in the ESL program
was 2.2%. Special needs students consisted of 13.56% of the Westside population. The
ethnicity of Westside is 77.8% are Whites, 7.7% are African Americans, 6.1% are
Hispanic, 3.4% are Asian, 4.2 % are two or more races, 0.7% are American Indian and
0.1% are Pacific Islander (westside66.org). .
Westgates History and Demographics
Westgate Elementary webpage states Westgate Elementary opened in 1957: it
consisted of one main building and several cottages along Westgate Road. The cottages
were used for students with exceptionalities. In 1975 a tornado demolished the school.
The school was rebuilt during the summer (westside66.org).
Westgates mission statement is, The Mission of Westgate Elementary School is
to educate each child to achieve his/her full potential in collaboration with school, family,
and community (westside66.org). Westgates rules are to Be Safe, Be Respectful, and
Be Responsible. The Boys Town Social Skills are used at Westgate (westside66.org).
Westgate pledges to have productive behavior. Westgates motto is We can. We will.
Westgate has implemented a leveling system and student notebooks for behavior
management. Westgate also uses a school wide extrinsic reward system.

Westgate is a Title 1 school and has 340 students (ard.education.ne.gov). From

Westsides Demographic Report from 2012-2013 Westgate has the highest percentage of
Free and Reduced Lunch. Westgate also has the highest percentage of ESL students and
special needs students. Westgate has the highest percentage of Black or African
American students. Westgate has the second highest Hispanic percentage and the lowest
percentage of White students. 61.7% of students at Westgate are White, 19.2% of
students are Black, 9.1% of students are Hispanic, 7.3% of students are two or more
races, 1.7% of students are Asian, and 1.1% of students are other. 23.7% of students are
special needs, 8.7% of students are English Language Learners, and 58.9% of students
are free or reduced lunch (westside66.org).
Classroom Demographics and Room arrangements
Westgate Elementary has two classes for each grade except second grade. Some
classrooms can only be accessed by walking through another classroom, this is not the
case for my classroom, but I am connected to the other first grade classroom. Our school
flex groups for math. So my teaching partner and I switch students for math and guided
reading. Throughout the day I have several different adults in my classroom such as
educational assistance, special education teachers, reading interventionists, speech
pathologists, and math interventionists.
This year in first grade I have had between 15-17 students. There are 12 girls and
5 boys.

When we switch students for math, about half of my class go to the other

classroom and about half of her class come to my room. For guided reading, I meet with
about half of the other teachers students as well.
.

Upon walking in my classroom directly to the left is the calendar bulletin board.
Under the bulletin board are my students cubbies, where they keep a majority of their
supplies and on top of the cubbies is where students check in for lunch, turn in their
student notebooks, and turn in homework. Along that wall, under the windows are the
hooks for their jackets and backpacks. Further down the wall are the centers bulletin
board and a shelving unit with all the center activities. In the back of the room is a door
connecting my room to the other first grade classroom. Beside the door is the iPad cart,
which houses all of the students iPads. Next to the cart is my reading nook. It has a
large bookshelf of books, two comfy chairs, and truffula trees. Also along the back wall
is a large bookshelf with their book boxes on it and the door to the bathrooms. The other
sidewall has a sink, shelves, and bulletin boards. On my bulletin boards I have space for
student work they have completed and want to show the class and the word wall. In the
front of the classroom in the corner is my kidney bean table.

I also have two

whiteboards. On one of the whiteboards are our behavior management system, a leveling
system, school rules, boys town social skills, and general expectations. On the other
whiteboard is where the daily schedule and learning goals are. There is also a screen that
can be rolled down. In front of the whiteboard I have my rocking chair that I sit in to
teach or read. I also have a bookshelf that holds pencils, tissues, paper, glue, colored
pencils, crayons, markers, etc.
On the floor in front of the whiteboards there are pieces of tape to indicate where
students are to sit when they come to the floor. All whole group lessons take place on the
floor. When we are sharing show and tell or writing we sit in a circle on the floor. In the
middle of the classroom are 5 tables. Each table has 3 or 4 students. In the middle of the

table are table caddies with pencils, erasers, and crayons for each student. I also have a
table in the back of the room for interventionists to work with students on.
Personal Classroom Management Philosophy
My definition of classroom management is the rules, responsibilities, and
consequences the teacher and students have agreed upon that will be carried out
throughout the year. Along with my definition of classroom management are my
assumptions of what classroom management will look like in my class. My assumptions
are that my students will help finalize our classroom rules, I will use a proactive approach
for misbehavior, and I will use positive reinforcements. After discussing my assumptions
my philosophy statement, different implications, and questions that remain will be
addressed.
As a teacher I will have at least 20 students in the classroom from 8-3. This being
said, there are going to be some problems throughout the day, but I do plan on having a
proactive approach for misbehavior. As Hardin says (2012) it is better to have a
plan to prevent misbehavior than to have a response plan when misbehavior occurs (p.
5). I will do the work beforehand in order to ensure that the avoidable problems will be
avoided. This could be anything from closing the blinds, dimming the lights, doing
certain subjects at certain times of the day, etc. It will take time to figure out what
specific things are problems to avoid, but I will do as much work as possible in order to
prevent these things. In order to find the information, I can read students files, contact
parents, and ask their previous teachers.
Along with the proactive approach I will use assertive discipline. I firmly believe
in the different principles of Assertive Discipline that Hardin describes. Hardin (2012)

states, Assertive teachers clearly and firmly express their needs they say what they
mean and mean what they say, students know the limits in the classroom (p. 45). Hardin
goes on to explain the steps to put an assertive plan into place. When talking about the
positive aspects of Assertive Disciple Hardin retells that Assertive Discipline addresses
the behavior rather than the character of the student. From my personal experiences, this
can go a long way.
Assertive Discipline and the proactive approach go hand in hand as a teacher
meaning that when I step into the classroom I will be actively avoiding situations that
will be a problem for any one of my students. When using Assertive Discipline, my
students will know what I expect from them and this alone can be beneficial for
extracting problems within the classroom.
My next assumption is that while teaching I will use positive
reinforcements. These reinforcements will come to my students in a variety of
channels. One of my personality traits is an encourager, so it will be incredibly natural
for me to verbally praise students when they are doing something well or behaving
well. Another aspect of positive reinforcement that I plan on using is a variety of the
marble in the jar approach. I am spectacle and will have to be careful with this because
I do not want my students to become reliant on behaving well in order to get a
marble. In order to prevent this I plan on using the marble at various times when the
students do something remarkable or something ordinary on a selective basis. If they are
quiet in the hallway does not mean they will get a marble every time they walk in the
hallway quietly. I also like the idea of tokens with a treasure chest of various toys for

students. I firmly believe that positive reinforcement is what I will use in my classroom
because of negative experiences I have had with negative reinforcement.
After exploring my definition and assumptions my philosophy statement is that in
order for a classroom to be an effective learning environment the teacher and students
need to come to an agreement on the rules, responsibilities, and consequences so that the
teachers and students expectations can be met (J. E. Fuller, personal communication,
December 2012).
Background of the Problem
Throughout educational history a continuous problem has been negative
behaviors disrupting instruction. Negative behavior is found in students of all ages and
across all content areas. Teachers and administrators use several different positive and
negative consequences. Last year Westgate Elementary implemented a behavior leveling
system that is paired with extrinsic rewards. Throughout the year several teachers battled
with the best way to minimize negative student behaviors while following our schools
behavior plan. By doing this Action Research different strategies were examined in order
to determine what strategy is the best to minimize negative behaviors.
By watching my students react to extrinsic rewards, intrinsic rewards, and
consequences, it lead me to research different strategies that will reduce negative
behaviors. I observed my students reaction when extrinsic rewards were received as
well as when consequences were given. I noticed that when I gave negative
consequences it tended to change the tone of the room. I wanted to examine reactions
more closely in order to determine the best ways to minimize negative behaviors.

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Problem Statement
I explored what strategies reduce negative behaviors. The strategies that were
examined were extrinsic rewards, intrinsic rewards, and consequences. This issue has
been a concern of mine from the time I entered education. Negative behaviors are
inevitable, but by reducing negative behaviors instruction time can be devoted to
instruction rather than redirection or discipline.
Purpose Statement
The purpose of my study was to determine which strategy, extrinsic rewards,
intrinsic rewards, or consequences, is most effective in order to reduce negative
behaviors. Then the most effective strategy or a combination will be implemented to
reduce negative behaviors that become disruptions and take away from instruction time.
Innovation
After finding what strategy will best minimize negative behaviors, I will
implement the strategy in order to lower the number of negative behaviors, minimize
disruptions, and reduce disciplinary actions. The strategy can be used for all students
across content areas and grade levels. By finding out what strategy works best, I can
become an expert on the particular strategy and avoid strategies that were not as
successful at minimizing negative behaviors.
Significance
Once the most impactful method of reducing negative behaviors has been
identified then I will be able to use this strategy more frequently. By reducing negative
behaviors, more time can be spent on instruction. After finding the best strategy to
minimize negative behaviors I will be able to share the strategy with colleagues in my

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building as well as other colleagues within the district. As a teacher, knowing what
strategy works best at lowering negative behaviors teachers can spend less time
addressing negative behaviors and more time focused on instruction. By knowing what
strategy works best for minimizing negative it can be used with all students for any
negative behavior. The most effective strategy can be used across content and grade
levels.
Definition of Terms
Intrinsic motivation, takes place when the person performing the task develops
internally satisfying consequences during or after the behavior (Witzel & Mercer, 2003,
p. 89).
Extrinsic motivation takes place when someone engages in a certain behavior to
reach satisfying consequences outside of the person during or after the behavior (Witzel
& Mercer, 2003, p. 89).
Assumptions, Limitations and Delimitations
I assumed when discussing with colleagues and students about which strategy
works best for them, they told the truth.
One limitation within the study is that some students who had an Individualized
Education Plan might have been on a specific strategy set in place to minimize their
negative behaviors. Westgate already has a behavior management system and an
extrinsic reward system in place that was used.
By choosing to research different strategies to minimize negative behaviors
different delimitations have been chosen. The first delimitation is that I researched this
topic and three different strategies. Data will be taken for eight weeks. All students will

12

be included in the data and all subject areas were used in the data. Another delimitation
is that the strategies were layered upon one another. Extrinsic motivation was introduced
before the study begins, then consequences was layered, and finally intrinsic rewards was
added.
Research Questions
Statement: Students exhibit negative behaviors.
PQ: What strategy is most effective in reducing negative behaviors?
GQ #1: How do extrinsic rewards impact negative behaviors?
GQ #2: How do intrinsic rewards impact negative behaviors?
GQ #3: How do consequences impact negative behaviors?

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Chapter II: Review of the Literature

Throughout educational history, educators and physiologists have researched
techniques in order to minimize negative behaviors. In order to minimize such behaviors,
a classroom management system needs to be in place; in some cases this may include a
school-wide behavior management plan. Different extrinsic and intrinsic rewards can be
used as preventive measures. Despite effective classroom management and rewards,
negative behaviors will remain, so teachers will need appropriate consequences or
discipline techniques.
When setting up classroom management some school districts will ask teachers to
incorporate school-wide behavior management systems. As an example of this, Alter and
Vlasak (2014) state Positive Behavioral Interventions and Supports (PBIS) have been
implemented nationwide to ensure students success. Alter and Vlasak describe PBIS as,
a data driven approach which incorporates both behavioral and academic supports
within a comprehensive framework (p.51). PBIS focuses on prevention and sets school
wide expectations. Alter and Vlasak define PBIS saying there are three tiers to PBIS; and
by setting up the school wide expectations, every student is allowed to understand
behavior expectations and rules. Tier 2 supports students by implementing interventions
for small groups. Zehr (2011) gives an example of Tier 2 plan in which students have a
chart with the expected behavior and rating scale of a 0,1, and 2 for teachers to evaluate
how the student did in their class. At the end of the day the students are to check out with
a teacher in order to receive a ticket, which are put into a drawing for a prize. If the Tier
2 intervention is still not meeting the needs of a student, then the student will receive a
Tier 3 intervention, which is individualized, intensive support (Alter & Vlasak).

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Classroom management is the primary concern of many first year teachers, states
Caldarella, Page, and Gunter (2012). Garrett alluded to the same problem that novice
teachers are not given the tools for effective classroom management; rather they come
into the classroom with a bag of tricks and continue to struggle through years of teaching
and have even left the field (2013). Caldarella, Page, and Gunter have found that many
novice educators resort to using systems of rewards and punishment, which result in
increased chronic classroom behavior problems. They suggest implementing Social and
Emotional Learning for students. Social and Emotional Learning promote positive
behaviors. The authors also promote Conscious Discipline. The principles of Conscious
Discipline are: others cannot change people, relationships are foundation of behavior
management rather than rewards and punishment, and conflict is a part of learning rather
than something to be avoided. Jones, Jones, and Vermette (2013) add to the discussion of
classroom management by saying there are eight elements. The elements of classroom
management are student-teacher relationships, high expectations, verbal and non-verbal
redirections, consistency, perseverance and assertiveness, human resources, justice, and
school wide, consistent, expectations. Garret states five different aspects of behavior
management, which are organization of classroom design, rules and routines, caring
relationships, engaging and effective instruction, and discipline (2015).
Negative behavior is an unavoidable aspect of being a teacher, but according to
Landrum, Lingo, and Scott, misbehavior is predictable and preventable (2011). The
authors furthered their statement by saying when teachers are motivated to look at when
students are misbehaving, teachers can generally predict the behavior and time of the day
students are misbehaving. Once the behavior is identified, the authors encourage teachers

15

to take precautions such as changing routines and arrangements. Lastly, the authors
challenged teachers to engage students through their instruction by using simple
strategies such as clarity, feedback, opportunities to respond, modeling, and gradual
release.
Witzel and Mercer identify another preventative strategy for diminishing negative
behavior: motivation, and in particular, extrinsic and intrinsic motivation (2003). Witzel
and Mercer state intrinsic motivation takes place when the person performing the task
develops internally satisfying consequences during or after the behavior(p. 89). Some
different examples of intrinsic motivation are task completion, feedback results,
acquisition, and a sense of mastery. Extrinsic motivation takes place when someone
engages in a certain behavior to reach satisfying consequences outside of the person
during or after the behavior (p. 89). Some examples are objects, token systems,
approval of others, and project activities. Williams and Stockdale include grades,
stickers, stars, coupons, tokens notes home, and privileges as examples of extrinsic
rewards (2004).
Several researchers have argued against using extrinsic rewards. Garrett (2013)
describes how often novice teachers do not know any other motivation technique other
than to bribe students to behave appropriately through extrinsic rewards. Witzel and
Mercer (2003) concluded extrinsic rewards have the potential to ruin the possibility for
students to become intrinsically motivated. Garrett examined misconceptions about
classroom management and found that the use of extrinsic rewards can interfere with
students intrinsic motivation (2015). Morris discussed and questioned using money in
order to motivate students for after school programs, boosting of scores, and improved

16

grades (2008). She wonders what the long-term effects will be when money is used as a
motivator for elementary through high school students. Williams and Stockdale (2004)
describe a common effect of extrinsic rewards, when they are used motivate students;
students often become reliant upon the reward. Another adverse effect the author
describes is when teachers reward students for simply finishing work. The author also
states when teachers promise tangible payoffs it could increase the motivation, but
decrease the reward of the completion of the skill. Williams and Stockdale state that
intrinsic motivations do appear to have advantages over extrinsic motivation.
For thirty years researchers have argued about the effects of using rewards
(Cameron& Banko, 2003). Cameron and Banko stated it was a common conception that
using rewards would reduce interest in tasks and people would spend less time on the
task and especially when the reward is taken away. The researchers found that people
rewarded for meeting standards spent their free time on the activity demonstrating that
when people are rewarded for meeting expectations then it will increase motivation.
Williams and Stockdale (2004) suggest using unexpected rewards in order to produce
long-term target behavior. McGinnis, Friman, and Carlyon (1999) state that extrinsic
rewards should be phased out rather than abruptly stopped (Williams & Stockdale). They
also suggest that extrinsic rewards are best used when they are targeting a low interest
level due to students skill level. The author also suggests using intrinsic reasoning while
performing external rewards so that students receive intrinsic reasoning as they receive
the external reward.

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Like Williams and Stockdale, Dolgin agrees that motivation must be external
before they can become internal (Cook, 2003). Cook explains that extrinsic rewards are
necessary, because children are not just born with intrinsic motivation. The author goes
on to described how extrinsic motivators need to be used wisely in order to accomplish
the goal of students developing intrinsic motivation. Cook suggests in order for intrinsic
motivation to develop, teachers must set goals wisely, help develop students pride in
accomplishment, provide opportunities for peer approval, and create self-esteem,
confidence, enjoyment, satisfaction (p. 41).
Witzel and Mercer (2003) found that teachers praise, which is an extrinsic
motivator, led to intrinsic motivation. Rewards affect peoples intrinsic motivation
(Pierce, Cameron, & Banko, 2003, p. 561). Davis, Winsler, and Middleton (2006) further
studied this phenomenon by researching the frequency of rewards from parents and
teachers and exploring relation of childhood reward history to academic achievement and
motivation in college. Researchers found 77% of participants responded that rewards
were effective academic motivators. They also found that those who considered rewards
as good extrinsic motivators were less extrinsically motivated whereas those who
considered extrinsic rewards as bad were more extrinsically motivated in college (Davis,
Winsler, & Middleton, 2006).
McGinnis, Friman, and Carlyon (1999) studied how using token rewards,
extrinsic motivators, would effect intrinsic academic motivation. The authors found the
amount of time spent on academics increased with token rewards and sustained even
during fading and withdrawal of the reward. Rassuli (2012) found that time on task was
increased when extrinsic or intrinsic rewards were given. Cameron and Pierce found that

18

participants that were rewarded had higher intrinsic motivation than participants that
were not rewarded (Witzel & Mercer, 2003).
Williams and Stockdale (2004) inquired about teachers ability to distinguish
between intrinsic and extrinsic motivation in correlation with motivation. The authors
concluded that in reality most of students behaviors are a blend of extrinsic and intrinsic
motivation and both reward systems have benefits and limitations. The authors
conclude, Tangible rewards are neither inherently good nor bad, but rather tools for
accomplishing skill development (p. 226).
Despite systems such as PBIS, preventative classroom management techniques,
and rewards, students will still exhibit negative behaviors. Garrett (2013) provided
techniques in order to address the issue such as nonverbal interventions including
proximity, eye contact, hand signals, and facial expressions, ignoring the behavior, verbal
redirection, positive teacher language clarifying what student should do, and
consequences to help students understand why the behavior is inappropriate (p. 49). Two
years later Garrett (2015) posed several different questions to consider when thinking
about discipline. The questions included, how will the teacher deal with discipline, how
will serious behavior be dealt with, what will the consequences be, and will behavior
modification plans be use. Sayeski and Brown (2011) state several different behavior
interventions (2011). The techniques include ignoring, signals, proximity, touch control,
relationship building, affection, humor, help, interference, regrouping, restructure, appeal,
limitation of space and tools, removal, permission, saying no, promises, and rewards (p.
13). These are several different techniques teachers can use in order to dissipate negative
behavior. Sayeski and Brown (2011) continually reminded teachers that, although these

19

are techniques, a majority of the technique has to do with how it is perceived by the
student. In order to ensure it is perceived positively, teachers need to ensure they execute
the technique in as positive manner as possible.
Educators often use classroom management paired with behavior management
systems, preventative strategies, rewards, and consequences in order to minimize
negative behaviors. Cameron and Banko (2003) share that for over thirty years
researchers have argued about the effects of using rewards. Numerous researchers
disagree about extrinsic versus intrinsic motivation. Even when pairing extrinsic with
intrinsic motivation behaviors will reduce, but persist. Reduction of negative behavior
has been the focus of research throughout history and there has not been one strategy that
has completely eliminated negative behaviors, but through action research on what
strategy will be most effective in reducing negative behaviors in our own specific
classrooms, teachers can be more effective in reducing negative behaviors in order to
maximize instruction.

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Writers Connection
Throughout several different scholarly articles, research has found that classroom
management is essential in order to manage student behaviors. Authors have stated that
classroom management should not solely rely upon extrinsic rewards because of longterm negative effects. While other authors said that extrinsic rewards, if used in the
proper manner, could be an effective motivator for students. Another group of authors
suggested it is difficult to know if what motivates students is truly extrinsic or intrinsic,
so teachers should wisely use the two motivators together in order to effectively motivate
students. Despite great classroom management and motivation techniques, negative
behaviors persist so several authors suggest different types of negative consequences or
discipline.
Most everything I read correlated to my philosophy of classroom management. I
firmly believe in order for a teacher to be successful, the teacher needs to have a firm
grasp on classroom management. In order to motivate students teachers should
strategically use different motivation techniques such as extrinsic rewards, but should
combine extrinsic and intrinsic rewards. When negative behaviors continue to arise,
teachers need to have clear guidelines and strategies for negative consequences for
students.
The articles align with my research question. The research and my primary
statement start at the same premise: Students exhibit negative behaviors. In order to
reduce negative behaviors teachers need to use different strategies such as extrinsic
reward, intrinsic rewards, and negative consequences. My research revolves around
which strategy is most effective in order to reduce the negative behaviors.

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Chapter III: Research Design and Methodology

Purpose of Action Research
The purpose of my action research was to examine the best practices for reducing
negative behaviors within the classroom. The different types of strategies examined were
intrinsic rewards, extrinsic rewards, and consequences.
The purpose of my study was to determine which strategy, extrinsic rewards,
intrinsic rewards, or consequences, is most effective in order to reduce negative
behaviors. Then the most effective strategy will be implemented to reduce negative
behaviors that become disruptions and take away from instructional time.
Worldview:
In conducting research it requires a certain worldview as a framework. The
worldview I used in order to design my study is Pragmatism. Pragmatism has a starting
point, and my starting point was my primary question: which strategy, extrinsic rewards,
intrinsic rewards, or consequences, is most effective in order to reduce negative
behaviors? After knowing what my starting point was, I built upon it in order to find a
solution.
Research Tradition:
I used mixed methods, quantitative and qualitative, in order to determine which
strategy, extrinsic rewards, intrinsic rewards, or consequences, is most effective in order
to reduce negative behaviors.
Specific Research Design/ Methodology:
Mixed methods were used as the research design. By using mixed methods I used
an electronic questionnaire, anecdotal notes, and observations to conduct the action

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research. Research was done concurrently. The research was built on theories relating to
different strategies used for reduction of negative behavior.
Data Collection Tools:
Data collection tools consisted mainly of observations, anecdotal notes, group
discussions, and an electronic questionnaire.
I planned on using group discussion for collecting data on intrinsic motivation,
but decided to use the observation form instead. The observation form allowed me to be
consistently taking data on the number of negative behaviors I was seeing. I found that it
was difficult to get first graders to grasp intrinsic motivation.
Sampling Design:
The sampling design will be complete enumeration; my whole first grade class at
Westgate participated.
Reliability:
In order to ensure reliability, which is assurance that if the research were
replicated it would have the same result, the same group was observed and the
observation were repeated. The terms were clearly defined in order to ensure reliability.
Different forms of each strategy, extrinsic rewards, intrinsic rewards, or consequences,
were used and the strategies used with the whole class, across curricular areas to ensure
consistency. I was the only person collecting data, so inter-rater reliability is ensured.
Validity:
To confirm the research is valid, which refers to truthful examination of what is
being studied, I used Gubas (1981) criteria for validity in my action research as outlined

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in Mills (2014). Gubas criteria consist of credibility, transferability, dependability, and

confirmability.
To ensure that credibility existed throughout the research I, researched for eight
weeks. I consistently observed the same students, strategies, and behaviors. Throughout
the research process I debriefed with colleagues. Triangulation was practiced throughout
the research process by using different forms of data collection.
Transferability was conducted by using different data collection tools such as
observations, anecdotal notes, questionnaires, and discussions.
The research was dependable because methods overlapped to ensure the areas of
grey of one method were the strengths of another method (Mills, 2014). Teacher
observations overlapped with the Observation Summary Form. The Observation
Summary Form overlapped with an electronic questionnaire. It was possible for the audit
trail to occur because my findings were carefully and deliberately explained using
anecdotal notes.
Lastly Confirmability was ensured through triangulation and reflexivity.
Reflexivity was expressed through anecdotal notes of my findings, particular situations,
examples, definitions, assumptions, and biases.
Action Research Steps and Timeline:

Week 1

Week 2

Set up classroom management (rules and expectations).

Extrinsic reward system in place (leveling system and gator bucks).
Complete baseline observation form using the Observation Summary Form.
Take anecdotal notes.
Observe behaviors.
Extrinsic reward system in place (leveling system and gator bucks).
Introduce extrinsic reward of gator store.
Introduce extrinsic reward of behavior games with reward.

24

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Amplify the amount of gator bucks given.

Continued use the Observation Summary Form.
Take anecdotal notes.
Observe behaviors.
Extrinsic reward system in place (leveling system, gator bucks, gator store).
Continue use of behavior games.
Continued use the Observation Summary Form.
Take anecdotal notes.
Observe behaviors.
Extrinsic reward system in place (leveling system, gator bucks, gator store).
Continued use the Observation Summary Form.
Take anecdotal notes.
Observe behaviors.
Introduce consequences (move students, call home, office referral, restricted
recess).
Extrinsic reward system in place (leveling system, gator bucks, gator store).
Continue use of consequences (move students, call home, office referral,
restricted recess).
Continued use the Observation Summary Form.
Take anecdotal notes.
Observe behaviors.
Extrinsic reward system in place (leveling system, gator bucks, gator store).
Continue use of consequences.
Continue use the Observation Summary Form.
Take anecdotal notes.
Observe behaviors.
Introduce Intrinsic Motivation through class discussion about why it is
important to behave appropriately.
Extrinsic reward system in place (leveling system, gator bucks, gator store).
Continue use of consequences.
Continue Intrinsic Motivation class discussions.
Take anecdotal notes.
Observe behaviors.
Extrinsic reward system in place (leveling system, gator bucks, gator store).
Continue use of consequences.
Continue Intrinsic Motivation class discussions.
Take anecdotal notes.
Observe behaviors.
Collect final data using the Observation Summary Form.

25

Ethical and Cultural Considerations:

In pursuit of ethics, privacy and cultural sensitivity was addressed. In order to
ensure privacy to students, all data was aggregated and I did not use students names
throughout the study.
Cultural sensitivity was considered throughout the research. Some of the aspects
of the research that may have been affected by cultural differences were: power distance,
context, locus of control, and interpretation of facial expression. A students
interpretation of power distance could have determined how a student reacted to a
teachers consequence. If a student had a low power distance, then the student may not
have been receptive of consequences. Some cultures (and individuals) operate from high
to low context. When students have high context, they would have noticed my voice tone
and gestures, but if they had low context, unless I verbally gave them a consequence or
praise, they may not have recognized or acknowledged it. If students had internal locus
of control, intrinsic rewards may have been more effective, whereas if a student had an
external locus of control then they may not have found intrinsic rewards as effective. A
teachers facial expressions could have been used as extrinsic rewards and consequences,
so how the facial expressions were interpreted would depend on students background.
Data Collection
A variety of data collection tools were used to complete this project on what
strategy, extrinsic rewards, intrinsic rewards, or consequences, is most effective in
reducing negative behaviors. Triangulation was ensured throughout the research process
by using different data sources (see matrix below).

26

Data Collection Matrix

Primary Question: What strategy will be most effective in reducing negative behaviors?
Data Source #1
Data Source #2
Data Source #3
GQ #1 How do
extrinsic rewards
Anecdotal Notes
Electronic
Observation
impact negative
Questionnaire
Summary Form
behaviors?
GQ #2 How do
intrinsic rewards
Anecdotal Notes
Electronic
Group Discussion
impact negative
Questionnaire
Observation
behaviors?
Summary Form
GQ #3 How do
consequences
Anecdotal Notes
Electronic
Observation
impact negative
Questionnaire
Summary Form
behaviors?
I planned on using group discussion for collecting data on intrinsic motivation as
the third data source, but decided to use the observation form instead. By using the
observation summary form I was able to keep track of the negative behaviors for all three
strategies so it would be more consistent.
Triangulation of Data:
In order to generate data on extrinsic rewards I took anecdotal notes. The
Electronic Questionnaire was sent to colleagues and asked what strategy teachers found
most effective: extrinsic rewards, consequences, or intrinsic rewards, and an example of
the strategy. I used active participation observation, which means while I taught I
observed how students behaved and how they reacted to extrinsic reward. In order to
make active participation observations I used the Observation Summary Form. I was
able to determine the date students exhibit the behavior, the number of negative

27

behaviors, what my reaction was, and any observations on how students responded to
teacher reaction.
To measure intrinsic rewards I used anecdotal notes to document what my lessons
on intrinsic motivation were and how the students responded. The Electronic
Questionnaire was sent to colleagues and asked what strategy do teachers found most
effective: extrinsic rewards, consequences, or intrinsic rewards and an example of the
strategy. I planned on using group discussion for collecting data on intrinsic motivation,
but decided to use the observation form instead. By using the observation form I was
able to collect data on the number of negative behavior for all three strategies so I could
compare them. It was also difficult to get first graders to grasp intrinsic rewards.
In order to take data on consequences I took anecdotal notes. The Electronic
Questionnaire was sent to colleagues and asked what strategy do teachers find most
effective: extrinsic rewards, consequences, or intrinsic rewards and an example of the
strategy. I used active participation observation, which means while was teaching I
observed how students are behaving and how they react to consequences. In order to
make active participation observations used the Observation Summary Form, I was able
to determine the date students exhibit the behavior, the number of negative behaviors,
what my reaction was, and any observations on how students responded to teacher
reaction.
Data Collection/ Information Gathering Tools
I used anecdotal notes, an electronic questionnaire, and an Observation Summary
Form. Anecdotal notes were taken informally on a form. The electronic questionnaire
was sent to colleagues and asked what strategy did teachers find most effective: extrinsic

28

rewards, consequences, or intrinsic rewards. Then they were asked to give an example of
the most effective strategy. The Observation Summary Form included the date, negative
behavior observed, teacher reaction, and any observations on students response. The
negative behaviors included were violence, interruptions, and not following instructions.
The teacher reactions included extrinsic reward, consequence, and intrinsic reward.
Observations were documented in order to determine how students respond to the
teachers reaction.
Data Analysis
This action research project focused on finding the most effective behavior
management strategy in order to reduce negative behavior of students. There were three
different strategies studied, extrinsic rewards, intrinsic rewards, and consequences.
Observations, anecdotal notes, and an electronic questionnaire were used in order to
gather information. Means for questionnaire answers will be calculated and depicted by
using bar graphs. Observations of negative behaviors will be calculated and put into a
line graph. Anecdotal notes were used for the discussion.

29

Chapter IV: Findings and Discussion

Findings
Mixed methods were used to determine how extrinsic rewards, intrinsic rewards,
and consequences impact negative behaviors. All first grades students were observed
during all curricular areas. The first week of the study was for initial data, the second and
third weeks extrinsic rewards were introduced, the fourth and fifth weeks consequences
was layered upon the extrinsic rewards, the sixth and seventh weeks intrinsic rewards was
layered, and then the eighth week I did a post observation. Throughout the eight weeks
of the study an observation summary form was used to track the date, tally the negative
behaviors, track the type of negative behaviors, and take anecdotal notes. An electronic
questionnaire was also sent to colleagues that asked them what type strategy, extrinsic
reward, intrinsic reward, or consequences, they found most effective as well as an
example from their classroom. I also took anecdotal notes about what I was observing
throughout the study.
Below is the Steps to Action Chart which shows the questions and findings,
recommended action, who is responsible, who needs to be consulted, who will collect
data, the time line, and the resources necessary.
Steps to Action
Questions and
Findings

1.0 How do
extrinsic
rewards
impact
negative
behaviors?

Recommended Who is
Who
Action
Responsible? Needs to
be
Consulted?

1.1 Continue
Use

1.1 Teacher

1.1 N/A

Who
Will
Collect
Data?

1.1
Teacher

Time
Line

Resources
Necessary

1.1 Extrinsic
Rewards ex.
1.1
Gator bucks,
Ongoing candy, gator

30

1.1 Reduce
negative
behaviors
2.0 How do
intrinsic
rewards
impact
negative
behaviors?
2.1 Reduced
Negative
Behaviors
3.0 How do
consequenc
es impact
negative
behaviors?

time, clip
char, gator
store

2.1 Continue
Use

3.1 Continue
Use

2.1 Teacher

2.1 N/A

3.1 Teacher

3.1 N/A

2.1
Teacher

2.1 Toolbox
2.1
of
Ongoing consequences

3.1
Teacher

3.1
Intrinsic
3.1
Reward
Ongoing Strategies

3.1 Reduced
Negative
Behaviors

Visual Depictions for Extrinsic Rewards, Consequences, and Intrinsic Rewards

This bar graph shows colleagues responses to which strategy they find most
successful for reducing negative behavior.

Consequences

Extrinsic Rewards

Intrinsic Rewards

31

This line graph shows the number of negative behaviors by date. It also shows
what strategy I was using.

Initial Observation
Before starting any management strategies, I did an initial observation, as
depicted above in the line chart, without any management strategies negative behaviors
were 42, 43, 44, 45, and 46 which averaged around 44 negative behaviors a day. The
first day of school I did introduce the school wide behavior management system, which is
a clip chart. Beyond the clip chart, for the initial observation I did as little as possible for
behavior management.

32

Extrinsic Rewards
The second full week of school I started extrinsic rewards. I introduced gator
bucks, which are green tickets that students receive if they are doing something positive.
I hand them out for turning in homework, returning their student notebook, following
directions quickly, showing positive behaviors, to shape others behavior, etc. I also
introduced gator store, which is on Wednesdays and students get to spend their gator
bucks for variety of prizes. I also discussed the leveling system and used the leveling
system as extrinsic rewards. For our leveling system there is a level 0, 1, 2, or 3. Level 0
is needs improvement, level 1 is good day, level 2 is very good day, and level 3 is an
excellent day. During these two weeks I stressed the leveling system and did minilessons about what it takes to get the different levels.
On the bar graph above showing the results of the electronic questionnaire sent to
colleagues, 6 out of 11 or 55% of colleagues said that they find extrinsic rewards most
effective in reducing negative behaviors. This shows that a majority of colleagues find
extrinsic rewards to be the most effective in reducing negative behaviors.
As depicted on the line chart, the negative behaviors, while using extrinsic
rewards, were 47, 22, 31,37, 26, 24, 22, 30, and 21. While using extrinsic rewards
negative behaviors did reduce. The negative behaviors went from an average of 44
during the initial observation to an average of 29.
Consequences
During the fourth and fifth week of the study I started using consequences for
students when they were showing negative behaviors and I also reduced the amount of
extrinsic rewards I was using such as gator bucks. The consequences I most often used

33

was giving students verbal warnings when they were acting negatively. If they continued
to show the negative behavior I would move them to a different spot or clip them down
on the clip chart. Also, some of my students get to check in with other teachers if they
met their goals, during these weeks I did not allow my student to check in the teacher if
they did not meet their goals.
On the bar graph above showing the results of the electronic questionnaire sent to
colleagues, 0 out of 11 or 0% of colleagues said that they consequences are most
effective in reducing negative behaviors. This shows that none of my colleagues find
consequences as the best way to reduce negative behaviors.
As depicted on the line chart, when using consequences negative behaviors were
17, 19, 18, 22, 20, 14, 25, and 19. Using consequences did again reduce negative
behavior. The negative behaviors went from an average of 29 during the extrinsic
rewards to an average of 19.
Intrinsic Rewards
The sixth and seventh week of the study I introduced intrinsic rewards. The first
day of intrinsic rewards I talked to my students about following the rules because they
know its the right thing to do. We talked about the Westgate rules of being safe,
respectful, and responsible and why it is important to follow those rules because they
know it is the right thing to do, not just because it will make their parents or me happy or
they might receive a gator buck. Before every lesson I went through the rules and talked
about how they should follow the rules because they know it is the right thing to do.
On the bar graph above, showing the results of the electronic questionnaire sent to
colleagues, 5 out of 11 or 45% of colleagues said that they find intrinsic rewards most

34

effective in reducing negative behaviors. This shows that just under half of my
colleagues find intrinsic rewards as the most effective way to reduce negative behaviors.
As depicted on the line graph, upon introducing intrinsic rewards, negative
behaviors were 18, 18, 18, 17, 19, 14, 20, 17, 17, 17, and 15. By using intrinsic rewards
negative behaviors did again decline. The negative behaviors went from an average of 19
during the consequences to an average of 17.
Discussion
Extrinsic Rewards
In my anecdotal notes from the two weeks of extrinsic rewards I noted that when
introducing the gator store one student said, This is the best day ever! This showed me
that using the gator store is a positive strategy. Also I found that by giving out gator
bucks to those following instructions, negative behaviors of other students reduced. I
noticed that by using gator bucks it really helped in certain parts of the day, in particular I
found that using gator bucks was helpful when starting to introduce centers. On
Wednesdays, when we had gator store, it was a good motivator for students to act
positively because they knew the better they did, the more gator bucks they would
receive and the better prizes they could buy.
Some examples of extrinsic rewards that colleagues provided on the electronic
questionnaire were: gator bucks, gum, candy, sitting in the teachers chair, small jobs to
get positive attention, cleaning the whiteboard, running errands, lunch with a teacher,
teachers helper, student of the month, mints, behavior games, prize box, gator time, and
a note home.

35

I found that using extrinsic rewards it was a positive way to reduce negative
behaviors and increase positive behaviors. By using extrinsic rewards, it does reward
students for doing the right thing, but it is also a visual to other students that when you do
the right thing you can get recognized in a positive way.
Consequences
During consequences a majority of my anecdotal notes were to write what types
of consequences I was giving to children and thoughts on consequences, which are shared
in the summary and conclusion.
None of my colleagues named consequences as the best way to reduce negative
behaviors, so there are no strategies to share from the electronic questionnaire.
I found that consequences did reduce negative behavior. Using consequences was
a powerful tool, with repetitious negative behavior in particular. For students who were
continually exhibiting the same negative behaviors it was positive to use consequences to
show them and other students that what they were doing was not acceptable.
Intrinsic Rewards
My anecdotal notes during intrinsic rewards were about the types of things I was
saying as well as my thoughts on what I was seeing which are shared in the summary and
conclusion.
Some examples of intrinsic rewards that colleagues provided on the electronic
questionnaire were: self worth, belonging, positive feedback, students who complete
work in a certain amount of time could join the teacher on the floor, recognize students
doing the right thing, name students doing the correct thing (which corrects other

36

students behaviors as well), help students be successful, help students focus on making
themselves better, and help students recognize that behavior and rewards can go together.
Intrinsic Rewards also reduced behaviors. I found that it was somewhat hard for
first grade students to grasp intrinsic rewards, this is the reason I did not do a group
discussion as a way of taking data for intrinsic rewards.

37

Chapter V: Summary and Conclusion

Summary
By performing this action research I learned a lot about the strategies, my
students, and myself. In the initial observation part of the study, findings were what I
would have predicted: negative behaviors were high because there was little to no
behavior management. One thing that I noted during the initial observation was I was
still introducing procedures and sharing the rules so there were few to no daily routines. I
think this is part of why the behaviors were so high. Students spent a majority of their
day sitting and did not know what to expect because there was no routine yet.
During extrinsic rewards the negative behaviors declined and it was easy for me
to give extrinsic rewards because I was rewarding the positive in my students. But during
the consequence stage, I struggled. It was hard for me as a teacher to react negatively
toward students and continually reverted to consequences. In my anecdotal notes, I noted
that negative behaviors might have continued to decrease due to the layering over
extrinsic rewards.
I found that during the intrinsic rewards stage it was also difficult. I was not sure
how to introduce intrinsic rewards to first graders. I doubted that a group discussion
would give me accurate data so I continued with the observation summary form.
During the last week of my intrinsic reward stage, a parent approached me about
the leveling system. Due to this, during the post observation I did a mini-lesson about
what it takes to get a 0, 1, 2, or 3. Then throughout the week I labeled the behaviors that
should be exhibited in order to get a 3. For example, I would say, Students earning a 3
should be getting in line quickly and quietly, while they are in line their heads are faced

38

forward, their hands are at their side, and they are hushed. I found that while labeling
the behaviors I expected of them, their negative behaviors as depicted on the line graph
were 9, 13, and 14 for an average of 12. While labeling the behavior that I expected of
my students not only did their negative behaviors decline, but also it helped me to see
what students were and were not following directions. After sharing this with Dr. Sue
Schlichtemeier-Nutzman, she told me that what I was actually using intrinsic rewards
because the students were beginning to learn the system.
Conclusion
If I were to repeat this study there are a few things that I would do differently.
First I would not take data all day, every day for eight weeks. I would choose specific
times, because it was a lot to always be keeping track of data. Also, I not only tallied
negative behaviors, but what negative behaviors I was seeing, for this study I think this
was unnecessary. I would also wait until the third week of school to start the study when
students had a daily schedule, I feel as though as soon as I had a routine, the students
behaviors went down regardless of the strategy. I know there is a fine line because that
would be another week with little to no behavior management system. I would also
define extrinsic rewards, consequences, and intrinsic rewards before the study started. I
felt as though I was ready with the extrinsic rewards, because our school has a school
wide behavior management system, but I was not as prepared with consequences and
intrinsic rewards. I wish I had had a toolbox of consequences and intrinsic reward
strategies to implement. I also would have changed my data collection tools. Instead of
doing a group discussion about intrinsic rewards I did change my data collection to the

39

observation summary form, I also wish I would have sent out the electronic questionnaire
earlier to receive more feedback.
In conclusion, as a result of this action research, I will use all three strategies,
extrinsic rewards, consequences, and intrinsic rewards, as effective strategies for
reducing negative behavior. I will use intrinsic rewards the most by labeling the
behaviors I expect of the students, but will layer them in the order that I utilized in this
study. Extrinsic rewards are most common and best understood by students, then
consequences, and then intrinsic rewards. I will supplement intrinsic rewards with
extrinsic rewards by rewarding students with gator bucks, gator store, and verbal praise.
I will also use consequence with repetitious negative behaviors. By using extrinsic
rewards, consequences, and intrinsic rewards I will reduce negative behaviors and
increase the amount of time spent on academics.

40

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Appendix A: Ethics Certificate

44

Appendix B: Request to Conduct Research Form

45

Appendix C: Observation Summary Form

Date

Negative Behavior

Teacher Reaction

Violence

Extrinsic

Interruption

Intrinsic

Violence

Extrinsic

Consequence

Not Following
Instructions

Intrinsic

Violence

Extrinsic

Interruption

Consequence

Not Following
Instructions

Intrinsic

Violence

Extrinsic

Interruption

Consequence

Not Following
Instructions

Intrinsic

Violence

Extrinsic

Interruption
Not Following
Instructions

Consequence

Not Following
Instructions

Interruption

Observations
(How student responded to teacher reaction.)

Consequence

Intrinsic

46

Appendix D: Electronic Questionnaire

47

Appendix E: Anecdotal Form

Date:

Strategy

Anecdotal Notes

48

49