Loss+of+Instructional+Time+Doe+To+Behavior

The Loss of Instruction Time Due To Behavior Case Study Larry Bullington Culminating Experience EDUC590 Dr. McAllister Fall 2005 The Institutional Review Board of the University of Tennessee at Chattanooga (FWA00004149) has approved this research project 05-260. Introduction to the Problem True instruction time in the classroom has found itself compromised by such a diverse range of interruptions that occur with such frequency that anyone in the field of education will admit that it is an important issue. Teacher preparation academies train student teachers to be prepared to deal with not only discipline problems but to be able to produce lesson plans that are designed to plan each minute of each day. Naturally, all types of interruptions need to be addressed and reduced on national, state, and local levels but the loss of instruction time due to behavioral issues will be an issue whose impact must be measured from school to school. My hypothesis is less time lost will result in an increase in true instruction time. If professional lesson plans are compromised by any loss of instruction time, then this would justify a study of the reasons why instruction time was lost. Review of Literature It must be admitted that no student body is perfect and troubled children will be found in all classes (Caspari, 1976), but when it becomes chronic and affects instruction time, a plan of action is needed. For the school or the teacher who must exist in an atmosphere where discipline issues constantly interfere with quality instruction, steps must be taken to reduce the impact that behavioral problems have on the classroom. Research and studies on any topic that compromises true instruction time would be a beneficial investment. Data Collection and Results Methodology Therefore, the issue will be explored in this report through a survey of one group of teachers at an elementary school in Chattanooga, Tennessee during the 2005-2006 school year. This will limit the subject population to adult teachers only with a total number of possible returned surveys up to 42. A methodology that consists of a survey will be the primary instrument of this research. This survey will provide an assessment based upon returns from teachers who are actively engaged in full time teaching. Results A survey of 10 questions was offered to 42 staff members over a 5-day period (see Appendix A). A box was placed in the conference room and all voluntary participants were notified that their effort would be confidential. The participants could have been regular classroom teachers or related arts teachers. The survey form included “fill in the blank” sections, as well as a “circle yes or no” section. A total of 11orms were completed and returned. Four teachers indicated that they lost 5 minutes per class to discipline or behavior issues while two teachers indicated 10 minutes and three teachers indicated 15 minutes Two teachers stated that they lost 30 minutes of instruction time per classroom period to behavior issues. During an average day, three teachers said that they lost 15 minutes, four lost 30 minutes, one lost 45 minutes, and three teachers claimed that they lost 60 minutes. Ten of the eleven teachers indicated that a special location existed within their classroom for the isolation of disruptive students while one teacher indicated that space did not allow for this action. Teachers were surveyed as to whether or not a student who was placed in time out isolation within the classroom for behavior problems were required to do regular classroom work while in that state. Seven answered yes, two said no, while two others indicated that some did and some did not. Ten out of 11 teachers indicated that, if a student was removed from the classroom for behavior problems, that student was required to make up the work missed. One teacher indicated that they did not feel that it was their responsibility to provide make-up work. If a student was suspended from school, nine teachers required the student to make up the work missed while two did not. Ten teachers supported the requirement that instruction time missed due to behavior problems should be made up while one did not. When a student is suspended from school, four teachers indicated that they sent homework assignments with the child, in some fashion, while six indicated that they did not and one teacher indicated that they sometimes did. All teachers surveyed indicated that they considered loss of instruction time due to behavior a serious issue. All teachers surveyed indicated that they felt their lesson plans were affected in a negative way by behavior problems in the classroom. It might also be noted that none of the surveys returned indicated that the regular classroom teachers felt loss of instruction time due to behavior was an issue unworthy of discussion. Conclusions and Recommendations There are several general conclusions that can be arrived at from this survey. Based on the replies it would be fair to conclude: • Teachers consider the loss of instruction time due to behavior a serious issue. • Teachers feel that their lesson plans are affected in a negative way by behavior. • Teachers feel that a student should be required to make up lost instruction time due to behavior. • Most teachers feel that students should be required to make up assignments missed due to behavior. • Most teachers felt that, if a child was placed in “time-out” within the classroom, they should keep up with the class as it worked on the assignments. • All teachers reported some amount of instruction time was lost due to behavior issues. Many believe that behavior problems are “learned” by a student. Many also believe that with the correct approach, these behaviors can be “unlearned” or “relearned” (Sloane, 1998, p. 10). Therefore, it seems reasonable for any educator to consider “educating” the child about the realities of unacceptable behavior in their classroom. Most would agree that this seems like a common sense statement but just how do you go about this “education?” While the merits of approaches like “reward and punishment” have supporters and detractors, many within the educational community embrace the consensus of most professionals that we have to move beyond the simple viewpoint of negative and positive responses that seemed the answer in the past. One is almost tempted to adopt the old Chinese proverb that claimed you should “Beat your child once a day; if you don’t know why, the child does” (Tuttle, 1963, p.30). Major conclusions and recommendations of this report are to note that (a) students must be held accountable for work missed due to their own behavior, and (b) the educator must “re-educate” the problem students while setting an achievable behavior standard for the entire class. Beyond any doubt, grant monies can be found to help support further research in this area, should one be willing to pursue the goal of seeking such aid. Also, although many avenues of aid might be tapped into through the use of technology, it might be the simple act of research that would prove the most beneficial for the regular classroom teacher. One should remember that education has the capacity for serving either as an agent of alienation or of socialization and positive development (Sabatino, Sarri, & Johnson, 1979, p.35). In the final analysis, it is the job of the reflective practitioner to apply this to behavior issues, as well as to the approach to the regular classroom curriculum. It would be my recommendation to any educator to consider that discipline in a democracy should spring from internal controls, not from fear of punishment, and that successful approaches to discipline in the schools enhance individual self-esteem and encourage cooperation.(Carter, 1987, p. 8). It is disconcerting to this researcher that, in the field, the consensus of teachers seems to be that lost instruction time due to behavior problems on a daily (if not hourly) basis is the norm. In fact, it is odd, indeed, that many regular classroom teachers leave the profession because they feel “unable” to teach because they have become “police” instead of teachers. It is my personal opinion that anyone who denies that behavior is the major problem in America’s schools needs to get back in touch with the realities of the day-to-day classroom environment. In conclusion, it should be noted that a loss of only 5 minutes of instruction time per day due to behavior can result in 15 lost hours per year. If the “worst-case” scenario of 5 minutes lost per hour was studied you will suddenly realize that the loss of 112 hours per year due to behavior issues is not only serious, but it compromises many of the Hamilton County Department of Education Standards. References Carter, M. (1987). A model for effective school discipline. Bloomington: Phi Delta Kappa Educational Foundation. Caspari, I. (1976). Troublesome children in class. London: Routledge & Kegan Paul. Sabatino, D., Sarri, R., & Johnson, J. (1979). Disruptive youth in school. Reston, VA: The Council for Exceptional Children. Sloane, H. (1988). The good kid book. Champaign: Research Press. Tuttle, H. (1963). So discipline baffles you? New York: Exposition Press.