THE SETTLE DOWN STUDY:

an investigation of techniques to help 6th grade students transition from class to class efficiently

Edu 690: Action Research University of New England Instructor: Greg Kearsley

Pete Curtis April 17th, 2011

Abstract
In this action research project, three intern teachers at a private day school in southern Maine investigate the efficacy of implementing a consistent arrival routine for the sections of sixth graders that transition between their classrooms. Results of the study suggest that there may be a correlation between a consistent arrival routine and a decrease in tardiness, as well as the amount of time required to start the days lesson.

TABLE OF CONTENTS Introduction Rationale for the study........................................................................................................4 Statement of the problem.....................................................................................................5 Research Questions..............................................................................................................6 Hypothesis............................................................................................................................6 Literature Review..........................................................................................................................7

Methodology Research Design...................................................................................................................9 Data Collection Plan............................................................................................................9 Participants.........................................................................................................................10 Instruments.........................................................................................................................11

Results Findings..............................................................................................................................11 Discussion of Findings.......................................................................................................14 Limitations of the Study.....................................................................................................18

Action Plan...................................................................................................................................19 Conclusions...................................................................................................................................20 References.....................................................................................................................................22 Appendices....................................................................................................................................23

Rationale for the Study It is readily apparent that student tardiness is a topic of discussion and concern in many middle schools. Berwick Academy is a small independent school, and although controlling student punctuality does not present the same degree of difficulty as it would in a larger school, it still presents a problematic situation that must be monitored closely and kept in check. All three researchers in this study have observed that, upon arrival to the classroom, their sixth grade students are scattered, unfocused, and oftentimes unprepared for class both mentally and physically. The first five minutes of class often slip away while students search for pencils, retrieve homework, fetch textbooks, end their conversations, and wind down their tomfoolery. This 5 to 7 minute period of settling time represents 12% to 18% of a 40 minute period-- an appreciable amount of unproductive time. In addition to the first five minutes wasted, the last five minutes of class are a period in which critical information needed in order to complete homework assignments is delivered to students, such as reviewing pertinent material presented in class. These five to ten minutes of every class add up, costing each classroom approximately thirty-five minutes of instruction time per week. Many students would benefit from this additional thirty-five minutes devoted to classroom instruction because they are often left behind due to being unprepared for class. This eventually leads to students missing important details along the way, which is reflected in their homework assignments and assessments.

Statement of the Problem The loss of productive time from an already-lean 45-minute class period is the concern that prompted this study. Loss of instructional time is a fear for every teacher, but why? What does loss of classroom or instruction time mean for the students? A decrease in instruction time means that teachers cannot provide as much meaningful instruction as should be provided. Less meaningful instruction results in a lack of student comprehension of information, which then may also may impact information recall across the curriculum. A focused classroom is a productive classroom. If all students arrive to class knowing what to expect and what is expected of them, more can be accomplished. Many minutes are presently wasted in distracted preparation, which results in rushed instruction at the end of class. This, in turn, results in students having to track down teachers during a free period later in the day, or worse, missing the instructions completely. Although a majority of the students are keeping up, it is the ones who need extra help the most who will have to scramble because of this chronic problem of transitional inefficiency.

Research Questions

1. How can students transitions from class to class be improved and become more efficient? How can a classroom routine be put in place across the 6th grade level in

various subjects? 2. Will a consistent classroom routine between all of the classes result in more transitional efficiency? 3. What classroom routine will most encourage students to take responsibility for their own learning? 4. What classroom routine can be implemented across the 6th grade to promote more efficiency during the first five minutes of class?

Hypothesis If provided with a universal arrival-to-class routine and clear expectations, student punctuality and preparedness will improve.

Literature Review
American middle schools cannot rely on any clearly defined or universally followed traditions or routines in the classroom. Other countries, such as Japan, have middle schools that offer a clear contrast in this regard. One observer of Japanese middle school class management was struck by the student-led stand and bow routine that was performed in every classroom when the teacher (sensei) entered the room (Fukuzawa 1994). There are no traditional arrival routines in American schools, but there are some
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routines used in our classrooms, albeit inconsistently, that promote the efficient use of class time. Among teachers, it has been commonly understood for many years that the establishment of classroom routines is an effective means to getting the most out of limited class time. In 1978, a paper presented to the American Educational Research Association stated that classroom routines increase the predictability and reduce the complexity of the classroom environment for the students (Yinger 1978 p.4) Thirtythree years later, the California Department of Education has posted advice on its website suggesting that having a routine in place to get students settled in and working during the first five minutes of class is highly effective classroom management technique. In another recent article concerning classroom management, it is plainly stated that Students should know that they are expected to read the instructions and then do what is listed. Many classes start with a five-minute warm-up where students are expected to answer three questions or draw a diagram in order to review yesterdays material or recall prior knowledge needed for today.(Sterling 2009 p.32) On a more holistic note, one author suggests that teachers can do more than just train their students to place their attention at will, but can also create opportunities for them to adjust the intensity of their focus. (Shoeberlein 2009 p.48) One Action Research study examined the relationship between positive discipline techniques and classroom transition times in middle school classrooms. It was found that there was a discernible link between the two, and that when efficient
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transitions were made a priority--and goals set and rewards offered--the amount of wasted time between activities diminished appreciably (Kariuki & Davis 2000). This study grew out of this literature review in several ways. First, it had been observed in the researchers classrooms that there seemed to be several factors that were resulting in their students late arrival to class. The loss of time from tardiness was compounded by the students frequently requiring extra time to gather the proper materials for class, as well. The implementation of a routine was seen as a possible solution to this problem. Several of the studies from this review delve into the matter of routines in the classrooms and their ability to create a clear expectation among students concerning their arrival to class. In conjunction with this, this review of the literature provided the researchers with a few techniques that had been tested and proven to be effective in increasing the efficiency of transitions between classes in middle school. A review of primary and secondary sources provided the researchers with several ideas which led to the Quick 5! booklet, the centerpiece of the intervention.

Methodology
Research Design The three authors of this study implemented a universal classroom routine in three classrooms for all sixth grade students at Berwick Academy. The intention was to achieve a silent entry to class and a focused work period of five minutes during which 5 questions posted on the board would be answered. The students each had a Quick 5!
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booklet, which they retrieved from a box by the door as they entered class and passed them back collectively several minutes later, after a brief review of the answers. In this authors math classroom, the Quick 5! questions often led into homework review, which resulted in the booklets being passed back to the box later.

Data Collection Plan This study was conducted over the course of four weeks. All three teacherresearchers began collecting data on arrival times two weeks prior to implementing the Quick 5! intervention. In this authors classroom, this was accomplished by watching the clock very closely at the start of each class period and making a note of student arrival times in 30 second increments. This process was continued throughout the study. Two other forms of data were collected in this authors math classroom to measure student preparedness. The first was the number of loaner pencils that were needed daily. If the author received a request or overheard a request among students, it was noted as a missing pencil. Each of the three sections received a daily tally of missing pencils. The other data that was collected concerning student preparedness was the number of take out your homework reminders that were administered out loud to individuals, groups, or the whole class. This too was data that was collected and tallie daily for each section.

The last form of data that was collected was a survey, filled out by all 42 sixth grade students at the conclusion of the study. This was a mixed format questionnaire, with three likert scale responses, two yes or no responses, and room for written suggestions, reactions, or comments on the flip side.

Participants Three sections of sixth grade at Berwick Academy, a total of 42 students, took part in this study. The three intern-researchers were in a Humanities classroom, a Science classroom and a Mathematics classroom. Two teachers who were not involved in the design of this AR project, reported changes in class attitudes about arrival to the researchers.

Instruments Data was collected in several different ways for this study. Primarily teacher observation and field notes were used. A post-study survey was also used to obtain both data and written responses.

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Results
Findings
TABLE 1-1
Total minutes Average/ minutes late Average # students late Average # missing pencils 2.25 2 1 0.3 Average reminders to take out homework 3.33 3.2 2.58 0.58

Week 1 Week 2 Week 3 Week 4

117.4 92.5 94.5 49

2.07 2.02 1.89 1.49

4 3.75 3.75 3.05

This data was collected over the course of four weeks. Table 1-1 displays the results of daily data collection and over this time period and also represents the weekly totals and averages of each of the five categories of data. The daily data collected from each

of the three sections of sixth grade students was then combined and either added together (for the total minutes of lateness), or averaged to the nearest hundredth. During week one, it was found that there were a total of 51 minutes of lateness for 601, 30.75 for 602 and 35.65 for 603, making the combined weekly total of all three sections 117.4 minutes. There were an average of four students arriving two minutes late in the first week. As far as student preparedness, in the first week, there were an average of two students searching for a writing implement in each class and at least three students needed to be reminded to take out their homework assignments.

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During the second week, the sum total of late minutes was 92.5 between the three sections, with an average of four students arriving two minutes late. An average of two students were searching for pencils and three students in each section needed to be reminded to take out their homework. The intervention was introduced at the beginning of week three. The Quick 5! booklet was handed out and the new routine explained (fig. 5) on Monday, so there is a slight mix of pre- intervention results in this week. During this third week, the sum total of late minutes was 94.5, with slightly under four students arriving about 2 minutes late on average. There was an average of one student searching for a pencil after arriving to class and between two and three students needed to be reminded to take out their homework assignments in each section. During the fourth week, there was a total of 49 late minutes, with about three students arriving to class about a minute and a half after the bell. less than one student per day during week four students needed to find a pencil or be reminded about the need to take out their homework assignment. The survey results were as follows: Question 1-- What was your initial reaction to the Quick 5! program? Fifteen students indicated 1 (extremely negative), four checked 2 (less negative) twenty checked 3 (ambivalent) four marked 4(more positive), and zero indicated 5 (extremely positive). Question 2-- How many questions problems did you answer correctly overall?
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Ten reported 50%, twelve students answered 75% , and twenty reported getting 100% correct. Question 3-- Did the Quick 5! help you get into math mode? Nine students reported that Quick5! was not helpful to get into math mode, ten indicate that it was a little bit helpful, fifteen report it being somewhat helpful, eight students rate it at 4, and zero report it as being very helpful. Question 4--Did you come to class earlier and better prepared as a result of the Quick 5! program? Twenty-five students said yes they arrived earlier and better prepared. Seventeen responded no. Question 5-- Did you find it easier/better knowing exactly how the first five minutes of class would go? Nineteen students said it was better and twenty-three said it was not. Eighteen out of forty-two questionnaires had comments or suggestions on the back. A sample of written responses: I didnt like it at first, but its OK. Slope=rise/run! I still dont like Quick 5! I like to see what were going to learn I always forgot to pick up my booklet! I like drawing in my booklet
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I think you should let us come up with the questions Im glad its over

Discussion of Findings There appears to be a slight correlation between the introduction of the Quick 5! booklets, and a decrease in sixth graders tardiness to math class at Berwick Academy, as well as an increase in their preparedness for class. The data collected before the intervention to establish a baseline tardiness level and gain a clearer understanding of how prepared students were to engage in learning when they arrived. To arrive at how many pencil emergencies there were at the start of class as well as how many times students needed to be reminded to take out their homework, the researcher observed the students at their desks and kept a tally of how many pencils were being sought by students among themselves and those directly asking the teacher for a pencil. Reminders to take out homework were counted if directed at one student or to the entire class (big voice). It was discovered that, on average, over a two-week period, about four students were arriving two minutes late, two pencils were being searched for, and the teacher had to administer three reminders to take out the previous nights homework (even though it was asked for at the beginning of every class since September). The results after the intervention indicate a trend toward increased punctuality and preparedness. This increase is more clearly reflected in week Four than in week Three (fig 2-3) when compared with the results from the first Two weeks. The results from
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week three were somewhat muddled on account of the fact that the intervention was introduced on a Monday and data was still collected, while , at the same time, students were learning about the Quick 5! booklet, but were assured that their work in booklet would not be applied toward their effort grade for the first several days (fig. 2-2 and fig. 2-1), while they became accustomed to the new procedure (fig.2-2). The researcher received several stifled and aborted requests for pencils during week Three , as students caught themselves in mid sentence, and then retreated to their desks to use whispers and gestures to their friends to procure a writing implement. These clandestine procurements were noted as lost pencils in the data, but do not count against the student during the three-day grace period after the intervention was initiated. The data from week four (fig. 2-4) may reflect the end of the grace period, as there is a sharp drop in the number of lost pencils in all three sections during that week. The same may hold true for the number of reminders that needed to be vocalized concerning the daily procedure of taking out the previous nights homework. The same grace period applied to this, a part of the grace period agreement which was made abundantly clear to the students at the end of week three. There is a visible decrease in the number of times reminders needed to be administered, which was observed by the researcher to be a result of students reminding each other of the procedure, so as not to run afoul of the rubric and contract (so they did not lose points). The results of the Questionnaire indicate that students may be able to adjust to a new routine fairly quickly, but few, if any, embraced it enthusiastically by the end of the
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study. The researchers field notes indicate that there was a mixed reaction among students, with some who seemed to dislike the Quick 5! and some who didnt have strong feelings about it either way. The students were introduced to the word ambivalent and it was defined for them before they began filling out the surveys. One student commented that it was a fancy word that she couldnt wait to use at the dinner table. The results of the survey indicate that, while there was not widespread enthusiasm about the Quick5!, there was not an outright rejection of it either. A few of the comments written on the backside were of a good riddance nature, but mostly they were thoughtful, and indicated that the Quick 5! could have continued with little resistance. The researcher repeated the question, slope=? for three consecutive Quick5! days and was delighted to receive slope=rise/run on the back of five questionnaires!

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Fig. 2-1

Number of Missing pencils / 603

4 3 2 1 0

Feb 14, 2011

Mar 3, 2011

Mar 9, 2011

Fig. 2-2

Reminders to Take Out Homework per day / 603

6.0

4.5

3.0

1.5

0 Feb 14, 2011

Mar 3, 2011

Mar 9, 2011

Reminders to take out homework

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Limitations of the Study

There were several limiting factors in this study. The first factor was the narrow time frame within which this study was conducted . Because of intern course obligations on Fridays, data could only be gathered four out of five school days, at best, and this does not account for snow days and late starts, which were a factor during this study. It is

felt by this researcher that more time would have allowed for a more thorough buildup of momentum, which is a factor in the developing of any habit or flow of any routine. In conjunction with this, the timing of the study was not optimal. As mentioned in the literature review, the first six weeks of school are the best time to establish classroom routines, and this researcher discovered the hard way that new routines are difficult to implement almost two-thirds of the way through an academic year.

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Action Plan

The original purpose of the Settle Down study was to investigate the possibility of improving transitional efficiency between classes for sixth graders at Berwick Academy. After collecting data over a period of four weeks, and making classroom observations during the same period of time, there is evidence of a link between the implementation of a consistent arrival routine and improved student punctuality, coupled with an increase in their preparedness for class--at least in this in this researchers math classroom. The establishment of a clearly defined (in writing and by each instructor) expectation of entry procedure seems to have a beneficial effect on the level of student focus, and has been effective in decreasing the amount of chatter and bustle at the start of every class. The results of this study draw a link between clear teacher expectations about the arrival to class (as described in the Quick 5! booklet) and an increase in students arriving to class with purpose and pencil. By designing a study around daily routine and punctuality, these elements may have been highlighted in a way that made them more achievable as short-term goals for improvement, but whether desirable effects from this sort of daily procedure would be lasting, maintainable or durable if continued is outside of the scope of this study. Part of the action plan resulting from this study will involve incorporating a highly-structured arrival procedure into the classroom routine established in the first six weeks of school. This is based on the conjecture that student punctuality and preparedness may increase if
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they are made visibly high priorities. Another action this may result in is the inclusion of review questions into the Quick 5! daily routine. This is not based on the data, a causal link between the types of questions asked and test scores etc would be difficult to make-this theme would be continued based on anecdotal evidence that suggests that many students are curious about why certain questions are being asked. Having students wondering about questions they are being asked is considered a beneficial side effect of this study by this researcher. A hidden question or question behind the curtain has already been introduced into this researchers classroom as a result of this study. Students see the answer, think about what they are learning and may receive a Jolly Rancher for coming up with the right question (yes, like Jeopardy!).

Conclusions
There is much evidence both scientific and anecdotal to support the claim that routines are a part of a successful classroom; but routines are usually established and maintained by individual teachers and are not universally followed. When a joint effort is made among teachers, however, and a premium placed on student responsibilities like punctuality and preparedness, an arrival routine accompanied by clear expectations and logical consequences, has the potential to increase student efficiency across a whole grade level.

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This researcher has found evidence that a link exists between the implementation of a daily arrival routine and increased student punctuality and preparedness. It was also found that although this intervention met with some resistance and dismay among students initially, it was soon accepted and willingly followed. It is therefore concluded that the addition of an arrival routine is a beneficial part of a classroom management regimen. In having the students reflect on the experience of participating in a routine of this nature, a few seemed to appreciate the experience, which would support the assertions in much of the literature that students visibly appreciate a predictable environment, and it may result in better performance.

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References
Eshach, H. (2010). Using Photographs to Probe Students' Understanding of Physical Concepts: The Case of Newton's 3rd Law. Research in Science Education, 40(4), 589-603. Retrieved from EBSCOhost. Kariuki, P., & Davis, R. (2000). The Effects of Positive Discipline Techniques as They Relate to Transition Times in the Middle School Classroom. Retrieved from EBSCOhost. Ogbuehi, P., Fraser B. Learning Environment, Attitudes and Conceptual Development Associated with Innovative Strategies in Middle-School Mathematics. Learning Environments Research [serial online]. July 1, 2007;10(2):101-114. Rohrer, D., & Pashler, H. (2010). Recent Research on Human Learning Challenges Conventional Instructional Strategies. Educational Researcher, 39(5), 406-412. Schoeberlein, D. (2009) Mindful Teaching and Teaching Mindfulness Boston: Wisdom Publications Sterling, Donna R. (2009) Classroom Management: Setting Up the Classroom for Learning. Science Scope (Summer 2009) pp. 29-33 Yinger, Robert J. (1978, March) A Study of Teacher Planning: Description and a Model of Preactive Decision Making. Presented at the Annual Meeting, American Educational Research Association, Toronto, Canada

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Appendices
Fig. 2-5 Post-study Survey

QUICK 5! QUESTIONNAIRE
1. On the scale of 1 to 5 below, how would you rate your initial reaction to the Quick 5! program?
1 Extremely
negative reaction

3. Ambivalent
Reaction

5 Extremely
Positive reaction

2. About what percentage of the problems did you answer correctly overall?
0% 25% 50% 75% 100%

3. How would you rate, the Quick 5! programs usefulness to help you get into math mode?
1 Not Helpful 2 3. Somewhat Helpful 4 5 Very Helpful

4. Did you come to class earlier and better prepared as a result of the Quick 5! program?
Yes No

5. Did you find it easier/better knowing exactly how the first five minutes of class would go?
yes No

6. Please use the back of this sheet to write any comments or suggestions you may have about the

Quick 5! program.

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Fig 3. Tabulations

Date

# of late students

MIA Pencils

Ave. lateness (minutes)

Reminders total to take out minutes late homework

601
Feb 14, 2011 Feb 15, 2011 Feb 16, 2011 Feb 17, 2011 7 6 5 5 2 4 3 2 2.9 1.9 2.15 1.75 4 4 5 3 20 11.5 10.75 8.75

Weekly Totals & Averages

Feb 22, 2011 Feb 23, 2011 Feb 24, 2011

5.75
5 6 6

2.75
2 2 2

2.175
3 2.25 1.75

4
2 3 2

51
15.25 13.75 10.75

Weekly Totals & Averages

Feb 28, 2011 Mar 1, 2011 Mar 2, 2011 Mar 3, 2011

5.7
5 5 4 4

2
3 1 0 1

2.3
3.1 1.9 1.6 1.75

2.3
3 2 4 5

39.75
15.25 9.25 6.25 6

Weekly Totals & Averages

Mar 7, 2011 Mar 8, 2011 Mar 9, 2011 Mar 10, 2011

4.5
3 3 2 2

1.25
1 1 0 0

2.08
3.25 1.25 1 0.75

3.5
1 1 2 0

36.75
9.75 3.75 2 1.75

Weekly Totals & Averages

2.5

0.5

1.56

17.25

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Date

# of late students

MIA Pencils

Ave. lateness (minutes)

Reminders total to take out minutes late homework

602
Feb 14, 2011 Feb 15, 2011 Feb 16, 2011 Feb 17, 2011 5 3 3 2 2 2 1 1 2.5 1.3 2.1 1.5 2 2 4 3 13 5.5 6.5 5.75

Weekly Totals & Averages

Feb 22, 2011 Feb 23, 2011 Feb 24, 2011

3.25
4 4 4

1.5
2 2 2

1.85
1.75 2.6 1.5

2.75
2 4 3

30.75
7 10.5 5.75

Weekly Totals & Averages

Feb 28, 2011 Mar 1, 2011 Mar 2, 2011 Mar 3, 2011

4
3 3 2 4

2
1 0 1 0

1.95
1.8 1.6 3.25 1.5

3
3 3 4 2

23.25
9 7.75 9.75 5.75

Weekly Totals & Averages

Mar 7, 2011 Mar 8, 2011 Mar 9, 2011 Mar 10, 2011

3
4 4 5 3

0.5
1 0 0 0

2.03
1.25 1.25 2.8 1.5

3
1 0 1 0

32.25
3.75 3.75 5.75 5.5

Weekly Totals & Averages

0.25

1.7

0.5

18.75

603
Feb 14, 2011 Feb 15, 2011 Feb 16, 2011 4 3 3 4 3 2
25

3 2.1 2.1

3 3 2

12.5 10.9 6.5

Date

# of late students 2

MIA Pencils

Feb 17, 2011

Ave. Reminders total lateness to take out minutes late (minutes) homework 1.5 5 5.75

Weekly Totals & Averages

Feb 22, 2011 Feb 23, 2011 Feb 24, 2011

3
5 5 3

2.5
2 1 3

2.17
2.1 1.9 1.5

3.25
4 6 3

35.65
11 9.5 9

Weekly Totals & Averages

Feb 28, 2011 Mar 1, 2011 Mar 2, 2011 Mar 3, 2011

4.3
6 4 3 2

2
2 0 0 0

1.83
1.75 1.75 1.25 1.5

4.3
2 1 1 1

29.5
10.75 7 3.75 4

Weekly Totals & Averages

Mar 7, 2011 Mar 8, 2011 Mar 9, 2011 Mar 10, 2011

3.75
3 3 2 1

1.25
1 0 0 0

1.56
1.25 1.3 0.8 1.5

1.25
1 0 0 0

25.5
3.75 4 3.75 1.5

Weekly Totals & Averages

2.67

0.25

1.21

0.25

13

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Fig 5. Clear Expectation

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