Action Research ProjectAction Research Project

Femke Schaaf

Setting the sceneSetting the scene

Science Education Centre◦ Programs run for 1-2 hrs

◦ Hands-on science

◦ Preschool, primary and secondary students

◦ Groups ranging in size from 4-300

Education Officer◦ Runs programs

◦ Duty of care for students, self and equipment

◦ Usually handles behaviour management

Introducing the researchIntroducing the research

The question

◦ What are the most effective techniques for managing behaviour of an

unknown group of students for a short period of time and how do

these techniques differ from medium to long term behaviour

management techniques?

The researchThe research

Behaviour management strategies at the Science Education Centre◦ Journal kept of anecdotal

notes

Long to medium term behaviour management strategies◦ Surveys conducted of

teachers regarding their behaviour management strategies

The data and information collectedThe data and information collected

Program Year group Average group size Number of sessions

Chemistry Show K-6 297 students 2

Cold Chemistry 5/6 21 students 10

Colour Fun 6 26 students 3

Forensic Frenzy 10/11 33 students 1

DNA to the MAX 12 23 students 2

Little Animals in a Big World P 24 students 1

Science at Play 2 25 students 1

Science Club Spy Science 2-6 21 students 1

The programs run in the time frame – 21 sessions total

The data and information collectedThe data and information collected

Behaviour Management techniques identified in journal* Denotes multiple use

“Don’t touch my dinosaur bones!”The next thing that happened here was me turning to the students and correcting their behaviour. This was a random shot taken through our holiday programs, just before they started to yell at each other.

The data and information collectedThe data and information collected

The teachersLong-medium term behaviour management techniques used by teachers surveyed * denotes multiple use

• Merit/demerit System**

• Sending child to another

classroom*

• Behaviour/social contracts*

• School code of conduct

• Restorative practices

• Class rules displayed

• Positive feedback / reward

• Role modelling behaviour

• Explanation of expected behaviour

• Emphasising good behaviour

The data and information collectedThe data and information collectedShort term strategies identified by teachers surveyed

• Reminding students of expected behaviour**

• Warnings**

• Time-out*

• Calming child to discuss behaviour*

• Merits

• Lunchtime consequences e.g. community service

• Sent to discipline master

• Positive cards

• Rewards e.g. stationary gifts

• Praise for good behaviour

• Name on board with crosses (negative behaviour)

• Class removed, teacher remains with student until

executive teacher arrives

DiscussionDiscussion

Some similarities• Reminding of appropriate / expected

behaviour

• Rewarding positive behaviour

Reasons for differences• Teachers have the time to build a

rapport with students

• Students are aware of the school

policies on behaviour

• In a classroom situation, behaviour

management is an on-going issue

• Students generally only come to the

Science Education Centre once and for a

short period of time

Interesting observations

It was interesting to note that compared to the

two occasions where I left the behaviour

management to the teachers, students were

more receptive to behaviour management

coming from me than they were from their

teacher. I think this stems from them looking to

the person guiding the learning for behaviour

cues.

For the futureFor the future

Things to consider

• Only a small number of surveys were

returned

• Behaviour management changes on a case

by case or class by class basis

• The research was conducted over a short

period of timeWhere to from here?

• More research would need to be conducted,

but as this is a social research project it will

differ from person to person and class to class

• I would be interested in pursuing other areas

of research once I get back into the classroom