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Research Proposal Reflection

The research proposal aimed to determine if improving behavior management could positively impact literacy outcomes in a year 1-2 classroom. The school has a high disadvantage index and disruptive behavior was hindering some students' progress. Strategies like operant conditioning, building relationships, and motivating students saw engagement and literacy results increase. One student with ADHD became highly motivated through a timed activity, raising their literacy from below to above satisfactory. Collaborating with teachers and parents on behavior management proved influential. Empathy also helped build bonds and engagement for students with trauma backgrounds.

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541 views

Research Proposal Reflection

The research proposal aimed to determine if improving behavior management could positively impact literacy outcomes in a year 1-2 classroom. The school has a high disadvantage index and disruptive behavior was hindering some students' progress. Strategies like operant conditioning, building relationships, and motivating students saw engagement and literacy results increase. One student with ADHD became highly motivated through a timed activity, raising their literacy from below to above satisfactory. Collaborating with teachers and parents on behavior management proved influential. Empathy also helped build bonds and engagement for students with trauma backgrounds.

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© © All Rights Reserved
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EDUC4725 – Assignment 2 Part B – J.

Frances Tues 2pm-4pm

Research Proposal Reflection:

My research proposal was, ‘Can consistent, purposeful improvement of behaviour


management effect literacy outcomes positively?’ The reasoning with a younger
demographic (year 1 and 2), I believed that focused engagement would produce the
best results, in addition to differentiating and varying tasks to cater for children with
lesser ability or learning difficulties. The school is a category 1 on the disadvantage
index and through my lead in days it was apparent that disruptive behaviour and lack
of participation was a key issue within the class and slowed specific individuals
progress hence the rationale behind my proposal.

The class consisted of 18 students. A diverse class of 2 students who are English as a
second language, 3 students who are identified as Indigenous, one student on a
Negotiated Education Plan, 1 student diagnosed with ADHD and 3 students currently
in the pre-referral stage, including a student in the process of being diagnosed as a
selective mute. Approximately 70% of the students in this class are considered at a
lower level appropriate for their age in all subject areas.

In order to collect data. I would discuss with my mentor various approaches and
strategies of behaviour management specific to the child, trial and error these
methods, write notes on student behaviour, responses and take photos of physical
work that was produced. A consistency in communal language, expectations and
utilising mentor feedback was also necessary. Key points of focus were having a strong
teacher voice, high expectations for student behaviour, an effective classroom
discipline plan, motivation, relationship building, support from parents and
administrators, purposeful language, calmness and empathy. Operant conditioning
(rewarding good behaviour, punishing bad behaviour) was also a large contributor in
the environment. Vocalising positive behaviour class wide in addition to holding a

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EDUC4725 – Assignment 2 Part B – J. Frances Tues 2pm-4pm

disruptive child accountable for their actions via making up time in breaks. This
demonstrates the same outcomes without having to theoretically damage the self-
esteem and self-efficacy of a student from potential harmful labelling.

The child with ADHD was extremely shy and suffered with a lack of intrinsic motivation
and refused to complete tasks, participate in class discussion or be an active member
of the classroom. Throughout my lead in days I focused on their behaviours and what
were motivators in their learning. An initial strategy of strong teacher voice, coupled
with class expectations did not work. They were happy to stay in at breaks to complete
work or make up for time spent being disruptive. It was not until the introduction of a
motivating strategy of a timer with ‘a race against the clock’, that brought out their
motivation and showed great results. This element of fun and relationship building
allowed myself to break down barriers and be able to get them to produce a high
standard of work with maximum engagement and focus. Their literacy results were in
the ‘Above Satisfactory’ scale with an ‘A’ effort grade at my completion, being a
substantial increase which was previously ‘below satisfactory’ and ‘D’ effort grade
prior to my commencement. Their work can be observed as shown to you.

Other students were responsive to communal approaches with consistent reminders


of expectations (5 L’s of learning) and key attentional cues such as (hands on top…
everybody stop). The vocalisation of praise for students would encourage other
students to follow their lead. This turned into an element of competition, wanting the
recognition for positive behaviour. This fell under the operant conditioning strategy
which proved effective, increasing class engagement and thus literacy results as
students constantly seeked praise and would not want to be held accountable for
misbehaviour or disruptions, knowing it would be followed up.

Collaborating with colleagues and parents proved very influential in my research


proposal. Parents were aware of their child’s behaviours and were happy to cooperate

James King, 2153917 2


EDUC4725 – Assignment 2 Part B – J. Frances Tues 2pm-4pm

wherever needed to consistently reinforce expectations and accountability. Teachers


also would give advice on individual students and background information and how to
they think it is best to approach varying scenarios.

A common positive strategy enforced was the one of empathy. A majority of students
within the classroom had suffered from trauma and had low self-esteem and efficacy.
Relationship building and displaying empathy where possible allowed for a stronger
bond between teacher and student where they would feel more comfortable to ask
for assistance in addition to wanting to do well for you. 4 particular students had
trauma backgrounds and through my observation seemed isolated in social settings
and may have been misbehaving as an attention seeking strategy. Paying specific
attention to their learning helped them stay engaged and focused and showed
considerable improvements in their literacy outcomes but also their attitudes towards
learning in the classroom.

I believe being prepared in behaviour management strategies as well as setting high


expectations from my commencement helped establish the classroom environment
and requirements of children in terms of behaviour and completion of work. This
showed students that by pushing boundaries, actions would be taken and nothing
would be unaccounted for. It showed that the classroom can be a fun enjoyable
experience when you engage in tasks and focus, showing learning stamina. When
students were unhappy, it was due to their own behaviour which they could easily
reflect upon with meaningful discussion.

If I were to do anything differently, it would to be to find a varying way to collect


evidence either through audio recording or other means as it is somewhat hard to
collect evidence when the proposal is based on physical interaction and response, with
no evident points in physical work other than completion and the growth shown in

James King, 2153917 3


EDUC4725 – Assignment 2 Part B – J. Frances Tues 2pm-4pm

before and after work samples of individuals as displayed throughout this


presentation.

James King, 2153917 4

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