Scientific Method

These first weeks in pre-k have proven the need for observations, reflection, research, and planning. All the essence of action research and teacher as a researcher. As I have reflected on my observations and strategies implemented in the classroom, I feel as if I have become engrained in a "teacher" scientific method.

For example ...

First step: Observation
Through these first few weeks, I have gained valuable observations on individuals, classroom management, classroom set-up, schedule, and the class as a whole. Some of the observations I have made include:
A: I have observed students who are upset throughout the day, missing home and who struggle to do as told at times
B: I have observed one student who struggles more than most to follow the nap time procedure
C: Other students who at times are seen being too physical or rough in the classroom
D: Some students who have issues taking turns, sharing, and playing with others

Second step: Research
As I observed these things happening, I began to wonder what I could do to help some of these issues. I began talking with my mentor teacher about the issues, researching online and reading texts to gain some strategy ideas and then shared the ideas with my teacher.
A: When talking with my teacher, she shared that in her experiences she has found providing comfort to those students who are upset works best, after some comforting then try to divert their attention to something that interests them. For the students who struggle with doing as told, she mentioned trying to give them choices, to keep the "consequence" postitive, rather than being negative and forcing them to do as told.
B: While talking with my teacher, we both agreed that the student who struggled with following nap time procedures may be struggling to understand what we were asking. My teacher mentioned a strategy that is used with austic children at times - showing them pictures of what is asked. We discussed how this student may struggle following/learning merely auditory and may benefit from visual cues. From class and research, I have found another strategy to ensure understanding is to have the child repeat the directions that had been given.
C: From my classes and additional research, I have read that incorporating movement throughout the day can help children's attention focus, and energy levels.
D: With talking with early childhood specialists and professionals, a strategy they have found to be effective, is putting students who struggle taking turns and sharing in groups with students who excel as they can serve as postive models and having these students play a board game or other game that requires them to take turns and work together


Third step: Test
As I shared some ideas and talked with my mentor teacher, we were able to try out some of our strategies to see if it would help some of the issues that were arising
A: For one child who would become extremely upset throughout the day missing her parents, we found engaging her in an activity that divereted her attention to her interest would work like magic. When the teacher would engage this child in a conversation or activity about her dog, the child would almost immediately stop crying and be able to calm down, providing this child and the other children who struggle to do as told with choices has also been successful
B: For the student who struggled to follow nap time rules, we first implemented a three strike rule, that for each warning/reminder he was given, he received a strike on the paper that was beside his mat. When he got three strikes he was given a light change (yellow or red). Before a strike was given, he is asked what the nap time procedures, where should your head be, what should you be doing, etc. to make sure he still understands and remembers what he needs to be doing
C: We are trying incorporating more vigorous morning songs in morning circle and throughout the day as a preventive measure
D: We are trying to incorporate more board games into small groups for the students who need to practice engaging in play with others and in turn taking
Fourth step: Reflect & Revise
A critical piece in trying new methods and strategies is reflecing on their effectiveness and revising if it was not effective. It is crucial that is reflection piece does not happen only one time, but continuously.
A: So far, the strategy of diverting the attention away from crying and missing the parents and onto her interests areas really seems to be helping, at the time it does not and has not been revised, but is continously monitored. We are also keeping track of interests topics and areas for this child to use when needed
B: At first, we were given this student three strikes, but after more discussion, we realized that was giving a negative connotation to the child. We have already revised this to the child having a sheet with three smilies on it and then when a warning is given a smilie is taken away, but still left with two, etc. Upon implementing this, in two days, the child's nap time behavior has greatly improved.
C: Using movement songs in the morning and throughout the day has seemed to help as there have not been as many incidences with being too physical. We have also found that turning on a movement song when a physical behavior is seen not only helps with diverting their attention away from the behavior and into the song, but in helping them "get it out of their system"
D: We are going to focus on this strategy in the next two upcoming weeks. We are also trying next week, purposefuly placing not enough materials at the workstation, to encourage sharing and asking to borrow, etc.

Fifth step: Share
As ideas and strategies become fine-tuned and successful, it is imperative to share out to others, as some of the best ideas are a result of collaboration.

The scientific method, is a reoccuring, never ending cycle. Just like the scientific method, this "teacher" version that I am currently seeing and using in my class is an on-going process. In the upcoming weeks, I will be examining the effectiveness of these strategies mentioned above and continue reseraching and revising. As well observing the overall classroom and beginning and continuing the process with new issues as they arise.

... Just add go ahead and add "scientist" to the on-going list for the teacher job description.