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Decreasing Off-Task Behaviors in an Elementary Classroom
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In: Masters of Arts in Education Action Research Papers (2014)
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Abstract:
Abstract The purpose of the research was to find which interventions (cognitive, humanistic, behavioral, social) are most effective in decreasing off-task behaviors in an elementary classroom. The research project took place in an upper elementary classroom. The class consists of sixteen fourth through sixth grade Montessori students in a public school setting. Fifty percent of these students are new to Montessori education. Twenty-five percent of the class is special needs students. The four sources of data used in this research included observation forms, self-assessment forms, a story-evaluation form, and class revision of community rules. The results showed a decrease in off-task behaviors and an increase in on-task learning. The conclusion of this research reveals that the most successful intervention is the behavioral learning theory. Students improve the most when given direct responsibility for becoming aware of and changing their own off-task behaviors. They are able to transfer this knowledge into supporting their community's on-task learning.
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Keyword:
behavior interventions; classroom management; decreasing off-task behaviors; Educational Methods; increasing on-task learning
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URL: https://sophia.stkate.edu/maed/47
https://sophia.stkate.edu/cgi/viewcontent.cgi?article=1046&context=maed
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