Embedded Files
Describe what brought you to this research:
My concern was that there was a lack of respect at my school. This lack of respect was not only shown toward other students, to teacher and staff, as well as themselves. Rather than using dialogue to positively alter a situation or dilemma, these students resorted to insults and name calling. It was my opinion that these kids needed something to be implemented to help improve the development of their character.
What was your specific research question?
How does my implementation of classroom guidance lessons increase student respect of self and others at my school?
What are you currently doing as a credentialed practitioner?
I am currently an Admission counselor at Ashford University. I make the most of my opportunities to participate in professional development events whenever I am able to do so.
Promoting Respect in an Elementary School Setting: An Action Research Project
Promoting Respect in an Elementary School Setting: An Action Research Project
Abstract
Abstract
The purpose of the Action Research project was to strengthen practitioner skills in increasing student respect of self and others, and implementing classroom guidance lessons and small group sessions in a low socio-economic status elementary school in suburban San Diego County. The school attempted to emphasize treating self and others in a kind manner and making wise choices in order to create a caring and peaceful school environment. On a school-wide needs assessment however, teachers identified student respect (of self, other students, and even teachers and staff) as one of the major issues at the school. Anecdotal evidence and observations indicated that many students at the school did not know how to show respect towards themselves, towards other students, and towards teachers and staff. Students frequently resorted to insults and name calling in social interactions in classrooms and around the school. Student data indicated that students in the 4th Grade had more infractions related to “defiance,” “noncompliance,” and “disobedience,” and were sent to the principal’s and counselor’s offices and “detention” more than students from other grades. The study addressed the issue of respect through classroom guidance lessons and small group counseling interventions. Research has shown that students respond well to a program which highlights each student’s attributes rather than flaws. One researcher found that a detailed program highlighting respect and tolerance and emphasizing a team effort (i.e. students and teachers/staff working together), increased the overall degrees of tolerance and respect in the school community. Children and teachers were able to learn to genuinely appreciate one another despite cultural differences and to respect others despite differences. In the present study, slight gains in respect and tolerance were shown. In addition, the researcher strengthened her knowledge and skills in classroom guidance and increased her empathy for those working with low-income children and youth.
To explore more of Alexandra's action research, see the file provided below:
Google Sites
Report abuse