Amanda Weatherly

Introduction:
At the beginning of the year it is essential to establish rules, routines and
procedures for the school and classroom. Teachers establish clear expectations to help
students become normalized. Maria Montessori, developer of the Montessori
program, refers to normalization as the process by which each child acquires certain
personality characteristics that lead to success such as good work habits, kindness,
independence and concentration (Montessori, 2011, p. 2). As a kindergarten teacher at
Carrboro Elementary, my goal is to normalize my students in order to create a solid
foundation for their future. I want my students to be successful academically and
socially.
Carrboro Elementary strives to develop students who love learning using a PBIS
model (Positive Behavioral & Intervention Supports). This model focuses on making
targeted behaviors less effective, efficient, and relevant, and desired behavior more
functional (Office of Special Education Programs, n.d.). Target behaviors include being
disrespectful, not following the rules, and hurting others. Teachers and staff reinforce
desired behaviors using a coupon system. Classrooms and individual students receive
coupons when they are caught following our schools three rules: Be Responsible, Be
Respectful, Be Kind. In addition, each teacher creates a classroom PBIS system. In
my classroom, students are rewarded with warm fuzzies, colored pom poms, when I
see them following expectations.
At the beginning of the year, I spent six weeks helping my students become
normalized to our classroom and school using my PBIS system. Together, we

Amanda Weatherly

discussed, modeled, and practiced following our three rules: Be Respectful, Be

Responsible, Be Kind. When students exhibited appropriate behaviors I reinforced them
by handing out warm fuzzies . My class works together to fill up our warm fuzzy jar in
order to receive a predetermined reward such as extra recess. The intent of these
activities was to build a strong foundation for my students regarding how to follow the
rules and participate appropriately in school. Looking back, I wish I would have spent
more time emphasizing characteristics such as independence and kindness. I should
have incorporated more activities and discussions centered around ways to work
positively with others and problem solve. After talking about ways to be kind, I assumed
my students would automatically exhibit kindness to their peers. I realize now that
students as young as kindergarten need ample opportunities to discuss, model and
practice ways to solve problems, help others, and be responsible for their own actions.

Methodology:
In my action research project I studied ways to build a strong classroom
community that is centered around students taking care of themselves and working with
others. Currently I have fourteen students in my class: ten boys and four girls. A
majority of my students spend a significant amount of time regulating others behaviors,
also known as tattling. If peers are off task or exhibiting undesirable behaviors,
students will immediately inform me of the situation. While it is necessary to inform
teachers of certain situations, adults do not need to know about every negative
interaction that occur in the classroom. Before beginning the study, I observed that in

Amanda Weatherly

one day twelve out of fourteen students tattled on a peer at least once. The other two
students in the class did not report any incidences to an adult. Authors of the study
Childrens Moral Evaluations of Reporting the Transgression of Peers state that young
children are eager enforcers of social rules, even regarding transgressions that they
consider to be minor (Loke, Heyman, Forgie, McCarthy, & Lee, 2011, p. 1761).
Due to the overwhelming amount of time I spent listening to students tattle on
their peers and refereeing disagreements, I decided to conduct my action research
project on building a stronger classroom community. I want my students to begin
developing strategies to use when they encounter a problem before talking to an adult.

During my research project I used whole class and small group focus

discussions, role playing, one on one conversations to develop a classroom culture built
upon problem solving, respect and responsibility. I have chosen to use these methods
to collect data because they involve my students in the project. When students are
involved in conversations they learn from others and take ownership of the situation.
Participating in conversations and making decisions gives students the opportunity to
take risks and share their ideas with others. As the teacher it was difficult for me to be a
non participant throughout this research process, but by putting the conversation into
the hands of my students I was able to step back and listen to their thoughts without
leading the discussion. Paula Lillard, author of the book Montessori Today, discusses
the importance of teachers creating a classroom environment that encourages children
to discuss their relationships and behavior openly with each other (Lillard, 1996, p. 90).
My research was implemented in three phases: discussion, role playing and

Amanda Weatherly

cooperative learning groups. For five weeks, one and a half hours was set aside weekly
for students to engage in the different phases. The first three weeks of my project,
students were involved in discussions and role playing. During my whole group
discussions I would use childrens books to engage students in conversations centered
around tattling. Books such as Dont Squeal Unless its a Big Deal by Jeanie Franz
Ransom and A Bad Case of the Tattle Tongue by Julia Cook explored tattling through
a creative and humorous lense. In addition, the characters in the books provided
students the opportunity to make ample self-to-text connections.
During one class discussion, the book Dont Squeal Unless Its a Big Deal by
Jeanie Franz Ransom sparked an interesting debate amongst the students. In the
book, the students or pigs incessantly squeal on each other to the teacher. After each
squealing incident, I would ask the students how would they handle the situation if
they were the teacher. At the beginning of the book, the students talked about sending
the pigs to timeout or telling the principal, but by the end of the story one student
commented that the teacher must be tired of hearing all this stuff and the pigs should
work it out on their own. From this book and conversation, the students began to
recognize the importance of attempting to solve problems on their own before involving
an adult.
Another discussion involved the use of songs and role playing. I used a song by
Harrykindergarten on Youtube about tattling vs telling. The song prompts students to
ask themselves four questions before telling the teacher: Do I need to tell the teacher
right now?, Is someone in danger?, Am I trying to help or hurt someone?, and Is

Amanda Weatherly

this my business?. After the song I had students use the questions to analyze how to
handle different situations such as someone pushed you on the playground, someone
cut you in line, and someone ate their dessert at lunch before eating vegetables.
From the role playing scenarios the students came to the conclusion that deciding
whether or not to tell a teacher is more complicated than just asking four questions.
While those four questions provided us a starting point, we decided to add another
question to the list: Did I use my words to solve the problem first?. We created an
anchor chart with the five questions to hang in the classroom as a resource.
During the final phase of my research students were involved in cooperative
learning groups. Working in groups gave students the opportunity to apply the
strategies they learned during earlier phases of the project. I would randomly assign
students to groups (usually three or four students) and I would pose a challenge to the
class. In order to solve the challenge students would have to share ideas, come to an
agreement and implement the agreed upon solution. During one challenge students
had to sort picture cards displaying different behaviors into two groups: telling and
tattling. The picture cards showed behaviors such as kicking others, taking someones
materials, not closing the door after leaving the classroom, and telling secrets. Each
group received the same number of cards with the same behaviors. As a group
students had to look at each behavior and decide whether the situation elicited help
from an adult or could be handled by students. If an adults help was needed, then the
card would go in the telling category. If students could attempt to solve the problem
independently, then the card would go in the tattling category. Group members had to

Amanda Weatherly

unanimously decide which category the card belonged in before moving on to the next
behavior. My assistant and I would not involve ourselves in these group discussions.
Instead we would walk around and listen to the different conversations and make note
of our observations.
Throughout the study, I would record my observations and discussions in a
journal. After each discussion I facilitated or conversation with a student, I would spend
five to ten minutes writing down observations in my personal journal. Later after school,
I would analyze and reflect upon my students responses to help me figure out my next
step in the process. I used my observations to guide future discussions and activities.
At the end of my five week study (September 30th-November 2nd), I coded my
observations according to activities and student responses.

Findings:
After five weeks of data collection, my results show inconsistencies in students
application of problem solving and communication strategies. Some of my students
have shown understanding by using our classroom created anchor charts and
implementing strategies discussed independently. However, a majority of students
display more awareness of tattling and strategies but still need reminders and
guidance from an adult. When these students seek adult attention, I refer them back to
our anchor chart listing reflective questions students should ask themselves before
involving an adult. Together we go through the list and analyze the situation. Although
this individual attention takes more time than just defusing the situation, I believe the

Amanda Weatherly

value of thinking aloud will ultimately benefit the child more.

My observation notes from the discussion and role playing phase of the project
reveal that by the end of these phases all students were actively engaged in the
conversations and activities. At the beginning of the discussions, some students
seemed hesitant to participate. This could be because the concept of tattling was new
or because I had not created a student-lead classroom community. By the end of the
third week all students contributed at least one comment during each discussion and
everyone wanted to participate in the role playing scenarios. I contribute this increase
in participation to students becoming comfortable sharing their ideas and being in
charge of leading discussions.
During the cooperative learning phase I noted that multiple students had difficulty
transferring the strategies we discussed as a class to their group setting. Some
students would resort back to seeking adult assistance instead of using strategies such
as I statements to express feelings, compromising, and using kind words. The
students who exhibited trouble applying the strategies were a small group of boys and
all four of the girls in my class. For each cooperative learning activity I would randomly
assign students to groups in order to give them opportunities to work with many peers.
If I had more time to collect data, I would put all the girls in one group. I am wondering if
the girls felt the need to exert their authority in the group by seeking approval from an
adult since they are considerably outnumbered by boys in the class. In addition, I would
have also spent more time applying strategies in the role playing phase of the project.
This would have given students the opportunity to apply the strategies we discussed as

Amanda Weatherly

a class with my support.

Discussion:
Overall, students showed a range of improvement from awareness and
recognition to accountability and understanding. Because of my projects three phases,
my classroom community has changed. I am spending less time solving student
problems and more time on supporting students academically. Even though my
research is complete in terms of this class, I am still going to continue discussing
problem solving and communication with my students. These 21st century skills will
benefit students for the rest of their lives and I want to make sure I solidify the strategies
we discussed as a class.

Koshy describes the action research project as a spiral that involves continuous

planning, acting, observing and reflecting (Koshy, 2010, p. 5). I feel as though I only
completed one phase of the spiral. As I continue this project independently I am going
to focus on group work and role playing. In addition, I would like more involvement from
colleagues during the data collecting phase. I struggled throughout this process to find
a balance between researcher and teacher. While I had another teacher observe one
lesson during my study, I would like to have more participation. In the article, Risky
Business, Lytle discusses how working in a group creates a desire to give and get
feedback and a mutual dependence and trust (Lytle, 1993, p. 23). Having non
participant observers allows the researcher to receive a different perspective on the
study. My colleague was able to provide great feedback and she was actually the
person who encouraged me to establish cooperative learning groups so students can

Amanda Weatherly

practice what they have learned.

This project challenged me to critically examine my teaching practice and
behavior management style. I have come to the conclusion that students, especially as
young as kindergarten, need to be involved in discussions and have opportunities to
practice what was discussed. If I would have explicitly taught students strategies to
deal with peers, they would have not been as invested. I hypothesize that students
would have sought my approval more because I was person providing them information.
Instead, my students were their own sources of knowledge because they came up with
strategies together. Next year, I plan on implementing similar activities but at the very
beginning of school. While I might have to alter some of the lessons because my
students will be different, the resources and activities will truly benefit my classroom.
Due to the short amount of time for my project, I do not think my research has
reached a place where it would benefit others. I need more time to continue reflecting,
planning and observing before my data shows concrete results. In addition, I would feel
more confident in my study if more non participants were involved in the data collection
process. Thus, making my data more credible to another user. However, I believe my
research structure would benefit other teachers who were looking to alter their
classroom community. Implementing this process in three phases gave my students
the opportunity to share, learn and apply their skills to different situations. Discussing,
role playing and cooperative learning resembles the first three tiers of Blooms
Taxonomy. Students had to remember the difference between tattling and telling,
understand how tattling affects others, and apply alternative strategies. Overall, my

Amanda Weatherly

action research project gave me a different perspective on classroom community.

Throughout the process I learned about myself and what my students are capable of
doing.


References:

Blooms Taxonomy Then and Now. (2013). Retrieved November 1, 2013, from
https://moodle1314-courses.wolfware.ncsu.edu/mod/page/view.php?id=75964

Koshy, V. (2010). Action Research for Improving Educational Practice. London: SAGE
Publications Inc.

Lillard, P. (1996). Montessori Today: A Comprehensive Approach to Education from
Birth to Adulthood. New York: Schoken Books.

Loke, I., Heyman, G. D., Forgie, J., McCarthy, A., & Lee, K. (2011). Children's Moral
Evaluations of Reporting the Transgressions of Peers: Age Differences in Evaluations of
Tattling. Developmental Psychology, 47(6), 1757-1762.

Lytle, S. (1993). Risky Business. The Quarterly, 15, 20-23.

Montessori, M. (2011). Discipline Policy of Maria Montessori International Academy.
Retrieved from
www.mariamontessor-intl.org/wp-content/uploads/2011/06/DisciplinaryHandbook.pdf

Office of Special Education Programs. (n.d.). What is School-wide PBIS?. Retrieved

from www.pbis.org/school/default.aspx

Appendix A:
Books used during discussions:
Ransome, J.F. (2005). Dont Squeal Unless Its a Big Deal: A Tale of
Tattletales. Washington, DC: Magination Press.
In the book students or piggies in the classroom squeal all day.
The teacher, Mrs. McNeal, is tired of hearing their tattling. While
the end of the book seems disconnected to the rest of the story,
10

Amanda Weatherly

children will recognize that tattling can be exhausting to handle. My

class was able to come to the conclusion that students should try to
solve their own problems first.
http://www.amazon.com/gp/product/1591472407/ref=s9_simh_gw_
p14_d15_i6?pf_rd_m=ATVPDKIKX0DER&pf_rd_s=center-2&pf_rd
_r=0ZT7835X0KHJVV7NX41R&pf_rd_t=101&pf_rd_p=1630083502
&pf_rd_i=507846
Cummings, C. (1991). Tattlin Madeline. Wrightsville Beach, NC: Teaching
INC.
This book discusses the difference between tattling and telling. Dr.
Cummings provides clear examples of when it is appropriate to tell
a teacher. In addition, the book helps students understand that
classmates do not like tattling.
http://www.amazon.com/Tattlin-Madeline-Carol-Cummings-Ph-D/dp
/0961457449/ref=pd_sim_b_6
Cook, J. (2012). Teamwork Isnt My Thing, and I Dont Like to Share. Boys
Town, NE: Boys Town Press.
This book helps students understand the importance of teamwork.
I used this book after discussing tattling to help students learn how
to work together in order to prepare them for the cooperative
learning tasks.
http://www.amazon.com/Teamwork-Isnt-Thing-Dont-Share/dp/1934
490350/ref=pd_rhf_dp_s_cp_17
Cook, J. (2005). A Bad Case of the Tattle Tongue. Chattanooga, TN:
National Center for Youth Issues Press.
This book is about a little boy who tattles all the time. One night his
tongue turns yellow with spots because he tattles too much. This
book provides a humorous way to help students understand other
people do not like tattling.
http://www.amazon.com/Bad-Case-Tattle-Tongue/dp/1931636869/r
ef=sr_1_2?s=books&ie=UTF8&qid=1385552193&sr=1-2&keywords
=tattling
Videos used during discussions
Harry Kindergartener. (2011, June 30). Tattle Questions. Retrieved from
http://www.youtube.com/watch?v=2XTAo6QEqkM
matticeha1. (2012, February 25). Tattling vs Telling. Retrieved from
http://www.youtube.com/watch?v=7H21_mkimkM
Cooperative Learning Tasks:
Students had to work in groups to sort pictorial cards showing different
11

Amanda Weatherly

behaviors. The group had to decided whether the behavior was

considered tattling or telling. Everyone had to agree in the group before
placing the card in a specific category.
Students had to work in a group to create the tallest tower using 8 pipe
cleaners, 1 foot of string, and 1 foot of tape. The tower was required to
stand without anyone touching it. The group had to plan and assemble
the tower together.

12