Kim's+Page

Online Class September 5, 2011


 * My action research question**: How do positive words and relationships children have with their teacher affect them? What affect does the interaction between teacher and student have on their academic and social and emotional development and behavior?


 * Note, when responding, please use a different colored font and write your name at the end.

+Think about teachers you had growing up. Were there certain characteristics about them that made them standout in your eyes? Describe the affect of both a positive and negative experience and explain why. My favorite teachers were always the ones who really took an interest in my. Sometimes it was that they remembered little things about me or my family or that they were interested in things that interested me. The teachers I didn't like were the ones who were set in their ways and never varied from last year's lesson plans. (Laura)

I remember the ones that were really nice and had a calm demeanor and then I remember the ones that as a kid I thought were mean, loud, and always seemed to be yelling. I wanted to do well in school and never wanted to get in trouble so I remember how certain teachers would handle our certain class or certain kids. School was a positive experience for me but wow do I remember some of the blow ups teachers had. Yikes.....-Matt

I liked the teachers that acted like "real" people. They were easy to relate to and really knew how to have fun with our classes. The teachers that did not act relatable to me and my classes seemed to me like they were not interested in knowing me or never really cared. ~Katie

+What do you think your students would say about you? I hope my students would say that I am fair, involved, and interested in them. I'm not sure if they would say I am fun since a lot of the fun has been removed from 5K and has been replaced with curriculum. (Laura)

Hopefully they say that I am fair, that I include everybody, that I motivate them to work hard, and that I help them improve on their skills.- Matt

I would hope that my students would say that I take an interest in their lives and interests and showed that I cared about them. I know that I do not know all of my students but I am trying. I think it takes me longer to get to know them because I only see them for 90 minutes a week so it is hard to get to know all 20-25 students in each class but I have them for 6 years so that helps. ~Katie

+What does a positive teacher and student relationship look like? I think a positive relationship is based on respect. Students can show respect through their daily behavior and actions. Teachers can show their interest in their students lives and opinions. (Laura)

The teacher takes an interest in the student, not only in the classroom, but also with the student's interests at home. The teacher is fair in dealing with discipline or issues that happen in the class. The student understands the expectations and is held accountable for them. The student and teacher are respectful of each other.- Matt

I agree with Laura when I say that a positive relationship starts with respect. I think that the respect should come from the teacher first (in modeling) and then the students know how to show respect back. I feel that everyone has their own version of what they deem respectable behavior and being able to judge or read the person you are trying to get to know. I try to show students the most about me in the first few weeks to make them as comfortable as possible to show themselves to me. But, I do feel that as the year goes on and we move from unit to unit the students show me more about themselves in the activities that they enjoy. ~Katie


 * Here is a link to an article that gave me the most information. It is written by the American Psychological Association and discusses how to improve student’s relationships with teachers to provide support for learning. Scan through it to get an idea of what my research is about:**

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+What are some key words or concepts that you read about in the article? Key words: positive teacher-student relationship, feedback, respect, goals, classroom climate, student stress, value (Laura)

Long-lasting implications, respect, seldom using aggression, genuine interest in the child, multiple goal classroom, positive relationships. -Matt

Competence, less-aggressive, respect, caring, positive social skills.


 * Please take a look at my live binder which will outline some of the main concepts in my action research**:

[] (Copy and paste in your address bar)

My access code: GeriChesner

+Does your idea of a positive teacher-student relationship change at all now that you’ve read the article and have seen my Livebinder? I don't think my opinion of a positive teacher-student relationship changed, but rather became better defined. Your live binder gave some good information about the role culture plays in trying to build that relationship. It was interesting to see that what is rude in one culture is respectful in another and vice versa. (Laura)

My idea of a positive relationship is the same, it is now justified. Taking an interest in a student includes their background and culture and if you can relate to their everyday life or take a sincere interest in them it only strenghtens the relationship. Any actions by the teacher that create a positive climate, lower anxiety, reduce stress, and make learning fun for the student are extremely beneficial. -Matt

I agree with Laura that my opinion has not changed but reading the article and your live binder certainly gave more clarity to the subject. Not often do you get to see anything broken down so clearly and easy to understand. ~Katie

+Think about yourself as a teacher. In what areas do you meet these characteristics from the articles and Livebinder? If you were to have to give yourself goals for the following year about building positive relationships with your students, what would they entail? What are your weakest and then your most productive skills when interacting with students? I think that I have become better at relationships with students within the last few years. I think this directly ties into when my daughter Natalie started 5K and I saw how important her relationship was with her teacher. Somehow things are a little different in a school environment instead of a daycare environment. Maybe because I no longer had that daily contact with the teacher, therefore Natalie's contact with the teacher became super important.One way I like to build relationships is through my writer's workshop time. Kids love to write about themselves and their lives. If I pay attention to their topics I can get to know the kids quickly. This year I am up to 24 students so I feel like the relationships have been hard to form (so far). I think I will really have to make a conscious effort to form those relationships given the number of students. I feel my weakest point is forming a bond with the one student every few years who "pushes my buttons". This is an area that I could improve upon. (Laura) I try to relate to my students and their favorite activities. Not all kids like sports and not all kids like to move around and be active. If I can find out what they like, for example video games, or music, or TV shows, or art, or math, etc. I can use that when I am showing them skills or just talking with them. I can have individual conversations with each student where we discuss their likes, dislikes, family life, or favorite things to do. I want to give each student the best experience possible and leave with a love of movement. If certain kids are always getting in trouble then I need to find a way to relate to or communicate with them so that I'm not constantly redirecting them or disciplining them. I need to find the positive things they do and highlight those aspects of their day. If I can reduce stress or anxiety in a student by speaking with them before class to preview skills, or work with them individually during recess, or reflect with them after class I want to do that to give them the best experience. A goal for me this year is to not get upset or raise my voice to often. Every half an hour a different class is in the gym and I'm pretty sure some kids will not be listening, causing a problem, or need redirection. I know it is going to happen so I am just going to deal with each issue in a calm way and I think that will make the day seem more positive. -Matt A goal for myself would be to try to connect more in depth with all of my students. As I stated above, I only get to see my students for 90 minutes per week so to get to know all of them in that time is very hard. I definitely have a grasp on who my 5th and 6th grade students are because I have had them the longest so now I think it is time to focus more on the younger grades. ~Katie

Researcher’s Name: Kim Cooley

Action Research Question: What do we say to our students? Do our words, positive or negative affect them? WHY are you collecting this data? · What are you hoping to learn from the data? I am hoping to learn whether or not what we say has an influence on our student’s school performance or their self concept? Also if they take these experiences with them long term?

· Is there a match between what you hope to learn and the data collection methods you chose? I hope so! I’m going to start journaling to see if my positives are having an effect on them. Are their changes in behavior or in their academics? I will also write down what I’ve said to them day to day. I will tally who I’ve said positives to on a class list. I will also tally on a class list who I’ve interviewed each week. I will interview each student for five minutes each week and ask them a series of questions centered on feelings. I will also interview a few k4’s and k5’s to see what their feelings were of k3 and their teacher. (while they explain their pictures) After the Action Research Roundtable last night, I’m not so sure that interviewing will be worthwhile with this age group. I may add in work samples (the pictures). I’d like to talk to you about this.

WHAT exactly are you collecting? · What are the data sources you plan to use to best learn about your topic? (Use the list you generated from your last AR data collection journal worksheet) Observations/field notes, journaling, checklists, interviews, and work samples.

· How much data do you need to really learn about this topic? I have no idea! I think it needs to be looked at over a long period of time to see if there is a correlation between positive words and positive self concept, work performance, ECT…

WHERE will you collect the data? I will collect the data during class and since I’m working with k4’s and k5’s as well, I’ll have to meet with them when they’re available. · Are there any limitations to collecting the data? I never know what to expect out of a kindergartener. They might not want to participate by drawing for me, talking to me, ECT..I’m already guessing that I’m going to have to revise and reflect on what I’m doing and change it a little as I first start going through the process.

What support systems need to be in place to allow for the data collection to occur? I will need my aide to watch the rest of the class while I do the one on one time with the students. I’ll need a quiet area outside of the classroom where they can concentrate. I’ll also need their parent’s permission for them to participate in my research.

Are there ways to build data collection into the normal activities of the classroom? Yes, I’ll be giving them positives throughout the day/week and journaling their responses and what I said to them.

WHEN are you going to collect the data and for how long? I will start a few months into the school year so that they have a chance to get into their routine, start speaking English, ECT.. Much of the first month or two is getting used to not being with mom anymore and trying to stop crying! · How can you build into the plan collecting data at more than one point in time? It’ll be easy to collect at more than one time because I’m going to give them positives each day and record the results. I’m also going to interview with each of them each week. And every few months I’m going to ask them to draw a picture about the classroom/what makes them happy. · Are there strategies you can use to easily observe and record data during class/teaching? When I do my Head Start paperwork I record anecdotal notes on labels. They’re easy to keep with you when needed. They’re also easy to look back on and elaborate. · Can you afford the time to gather and record data using the strategies you have selected? Yes. I think the hardest part will just be remembering to continually do this. Kindergarten is very busy! With my PDP I have to leave out my notebook, otherwise I get lost in the day to day craziness! WHO is going to collect the data? Myself · Are there data which can be generated by the students? Yes. My students will be drawing the pictures elaborating on how they feel about me and about being at school. They will also be answering questions and having a conversation with me. · Is there a colleague/aide who can observe in your classroom or who can assist with data collection? My aide could, but I’m not sure if I would want her doing a portion or not of this. I think it may be easier to have her watch the rest of the class and occupy them when I have to work with students one on one. · What can you do yourself without it being too overwhelming? I think I will be able to handle all of it. Otherwise I’ll reflect in my journal what isn’t working and change it.

HOW will data be collected and displayed? · How will you collect and display the qualitative data? I will have the journals, interviews, checklist, work samples, and the final paper.

· The quantitative data? I’ll look at how many days my kids are staying on happy and getting a sticker and if it correlates to my positives. I’ll look at the number of times I interview with them and they give me information that is useful. I’ll look at their work samples and see how many times they’ve written something that gives me insight into the question I’m asking. The more kids and more times I get results the better of a chance that my question is working. · What plan do you have at this point for analyzing and learning from the data? I’m not sure. This is all still new to me. I feel like the Research Roundtable gave me more insight. One of the presenters suggested going to NLU to look at some papers. I definitely want to do that! · To whom will you present what you have learned? I will present what I have learned to other staff at my school. As well as my NLU class members, Geri, and at The Research Roundtable.

__**Kim's Page**__ What do we say to our students? Do our words positive or negative affect them? Does what we say have an influence on our student’s school performance or their self concept? Do they take these experiences with them long term?
 * Questions:**

I will find each of my kids doing something positive everyday or give them compliments. I will keep track with a class list, I’m not sure the amount of times I will go for. I will keep a journal and document any changes in overall behavior of my students as well as what I’ve said to them day to day. After some time has passed from starting my action research, I will interview my students and ask them what makes them happy in our classroom and how my interaction with them makes them feel. (I’m not sure of what I’ll hear from some, this is a hard age to guess what they may or may not say!?!?!) I’m definitely open to suggestions. I will look at assessments and compare what I’ve found in my journal entries concerning behavior to see if there is any correlation. Lastly, I will interview K5’s (not sure how many yet) and ask them about their experience in K4. (I figure K5’s will be more chatty then K4s)
 * Description: **

**Colleague with a different philosophy**: They would tell me that I’m being too nice and that I’m not strict enough. They are more concerned with what the kids are taught then the relationships that are made between students and the teacher. They would also underestimate what my kids are capable of and sell them short. I have tried to discuss opinions like this before, but what I’ve realized is that for some, if you aren’t familiar with that age group, they never seem to be able to put themselves in another’s shoes. Maybe after the research is done, the evidence would make more sense to them?

**Students**: (The K5 I’ll be interviewing) I loved as my teacher. She was so fun. We made popcorn a lot in her class and we went to Betty Brinn and we had special Friday songs. She gave us picture frames and bears at the end of the year. I see her in the hallway still her room is right next to mine. I taught K5 last year for summer school. They wanted to talk to me the whole time and come and sit by my desk. They want to tell you about anything and everything you ask about. We went on a fieldtrip last week and one of my K3’s had to go into the K4’s classroom. Her older sister was in that K4 classroom last year. Afterschool I told the older sister that her younger sister was in her old K4 teacher’s class and above was what she said.

Kim - I like the premise of your action research! Coming from a parent of an almost 3 year old I think that relationships are huge at that age. It is amazing the experiences or even phrases that she remembers from what people say to her on a day to day basis. I think it is possible that students of this age are such sponges that they take everything in and process it. I don't think that they have developed a "content filter" to protect themselves from words or experiences that bother them. Have you thought of recording or video taping some interactions to show immediate student response? I think that their faces could be better than a million words in showing how they are affected by positive compliments. Just a thought. ~ Katie

Kim- I sometimes wonder this same question. I think being a teacher we are more careful what we say to students. Your questions made me think of the assignment Geri gave us about going back and thinking about any bad moments we remember from school. I think that Katie is right about video taping. Pictures are worth a thousand words! I also think that the age group you are dealing with deals with the situation at the time, maybe gets upset for a few minutes, and then forgets about it. It rolls off their backs. You could probably make a book/journal of all the saying kids happen to say. You could also find out their behavior at home when parents use positive words as well. Jessica

Kim, this will be very interesting to find out if you can actually access the impact of your actions/words with your young students. It's a very intriguing idea to ponder over... do young students remember (and get affected by in a long-term way) the way they were spoken to and treated by their 4K teacher. My favorite teacher quote (and my motto that I attempt to teach by) is: "They may not remember what you said, but they'll always remember how you made them feel." My question for you would be: could you have students (current or previous) draw what they remember/how they feel? They may not have the words, but a picture might be very insightful... even down to their color choices! ~Michelle

I love that quote Michelle. Good idea with the pictures! Thanks everyone, Kim

Kim, I think this is a really great question for your three year olds. Having a three year at home I do find it interesting what sticks in her head and what doesn't. I wonder if you will get general feelings or very specific stories when you interview. I'm wondering if you will get feedback about the teacher or the other students in the class. I like your idea of interviewing the 5K kids. You could maybe even ask them to compare their 4K and 5K teacher. Laura

In one of the grad classes I had taken a few years ago when teacher had a huge discipline problem with a student so she applied the 2 x 5 approach. She spent two minutes a day, 5 days a week just talking with this student about non-school things that interested him. They developed a relationship and his behavior improved. Maybe you could allocate 2 minutes (or whatever duration) for every kid once a week (or whatever frequency works for you) to just sit down with them and reflect with each kid all things positive that he/she did that week. Just a thought. -Matt

I really like that idea Matt! Thanks, Kim

Kim- This is a great concept. It also reminds me of the Sonia Nieto book that Geri had us read. I think we can all agree that a teachers words affect their students. I like how your question goes further and asks how they affect the students. I think it's very interesting to think about the long-term effects and have been pondering how you could research that particular question. I certainly don't remember any specific statements that my preschool teacher said to me but I can remember that she was always so nice and sweet. Like Michelle's quote, I remember that she made me feel important. I wonder if you could talk to students at different grade levels and ask about what they remember about their 3K teacher? I'm sure you would hear all different responses which each year you move further from 3K; possibly direct statements to more of how that 3K teacher made them feel as you, again, get into higher grade levels. This will definitely be interesting. It is concepts like this that also make teaching a bit nerve-wracking. I know that every little thing I do and say, or don't do and don't say, can have a lasting effect on my students! ekkkk!! :) ::Lindsey::

** ﻿ ** 
 * My family is very important, we're very very close! **
 * My parents have been married for almost 40 years **
 * and I have two brothers **** (Chad and Brett) who **
 * are eight and nine years older then me. Chad is **
 * married to **** Jennifer and they have a little girl who **
 * is almost three named Emma, who **** is my little buddy! **
 * I love animals! This is a teddy bear puppy, **
 * which I **** hope to get someday when I have **
 * time to take on **** more responsibility :) **
 * I try to see my friends multiple times a week, they have a **
 * very big impact in my life. I also love going out to eat! Not **
 * only do I really enjoy food, but I really like the atmosphere **
 * and trying new places, especially in Milwaukee :) **


 * **﻿**I'm from Oconomowoc
 * I went to UWM Milwaukee
 * I currently live and teach in Milwaukee
 * I'm having some issues downloading more pictures, **
 * so other things that make me who I am or what I like to do: **
 * ** Movies or watching tv shows with friends **
 * ** Concerts ( I go to Summerfest and Alpine every summer) **
 * ** Sporting events ( With groups of friends/family of course!) **
 * ** Daisies (My dogs name is also Daisy) **
 * ** Working out (Exercise on demand is my new favorite) **
 * ** Traveling (I have a very long list of where I'd like to all visit) **
 * ** Reading (Especially while laying out during the summer) **
 * ** Festivals (Milwaukee has a lot to offer) **
 * [[image:milwaukeeidscohort/life_pic.gif]]﻿ **
 * These sayings are not really my thing at least decoration wise, but I do **
 * think some quotes can be very inspirational and I write down ones that **
 * I relate to in a journal and read them when I need a little pick me up. **

I remember reading this book years ago and not only was I not able to put it down but I also had an emotional reaction to it. That is what I look for in a good book!! [|] Unicef: [|I think they're a really great organization]!

You tube video: **﻿** [|For new teachers, and very true!]