Circle Time Implementation: Effects on Student Behavior

Eric HolschbachUniversity of Wisconsin – La Crosse Manitowoc

Learning Community

Circle Time

Student Population – 11 students

Setting – Kindergarten classroom

Duration – 2 month period

Activities – At least four times per week

Action Reseach – Circle Time

A group of people in a circle communicating ideas by various methods.

All members are allowed to contribute

Peoples thoughts and felling are respected and valued

Not only limited to students

What is circle time?

School Wide Behavior Program

To see how implementing circle time activities in the kindergarten classroom effects student behavior:

Self Concept/Self Worth

Building Community

Socially and Emotionally

Why do the action reasearch?

Student Surveys (Pre and Post)

Teacher Questionnaires (Pre and Post)

Negative social and emotional occurrence tally sheets (Pre and Post Implementation)

Daily Reflection Notes

Data Collection Tools

How children perceive themselves often transfers over to their academic and social success (Brokenleg & Van Bockern, 2003)

Children who lack self-esteem often lead lives that distance themselves from the community (Brokenleg & Van Bockern, 2003)

Circle time produced significantly higher improvements of children’s self-worth & self-esteem (Miller & Moran 2007)

Review of Literature – Self Concept & Self Worth

Children also begin to become good listeners (Kriete, 2003)

Allows children to have a voice and it is heard and respected among community members (Kelly, 1999).

Review of Literature – Self Concept & Self Worth (cont.)

Role Play Activity

Close bonds and friendships are formed during circle activities (Moss & Wilson, 1998)

Gives children the opportunity to express themselves in front of others who rarely talk (Kelly, 1999)

Provides the opportunity to model appropriate skills that make their classroom a kind and caring community (Kriete, 2003).

Review of Literature – Building Community

Allows children to feel a sense of security and belonging (Kriete, 2003)

Children are valued and respected by fellow classmates (Kriete, 2003)

Children stand up for themselves and other classmates because they feel a sense of ownership to the circle of friends (Mirsky, 2004)

Review of Literature – Building Community (cont.)

Building Friendships

Has a positive change on behavior of children with emotional and social behavior difficulties (Canney & Bryne, 2006)

Reduced aggressive and impulsive behaviors of students (Canney & Bryne, 2006)

Greater appreciation for cultural differences decreasing negative behaviors (Tew, 1998)

Review of Literature – Social and Emotional Behaviors

Improved social interactions of students (Canney & Byrne, 2006)

Helped improve behavior management inside and outside the classroom (Kelly, 1999)

Some children with severe emotional and behavioral difficulties did not take the circle time activities seriously (Canney & Bryne, 2006)

Review of Literature – Social and Emotional Behaviors (cont.)

Dealing With Emotions

How will circle time implementation in a kindergarten setting affect behaviors in the classroom?

Will these daily meetings improve student’s self-concept and build community within the classroom?

Will this community involvement carry over into real-life situations outside the classroom?

Questions still to be answered:

Took place in 2010 at an Early Childhood Center

5 year old kindergarten

6 boys and 5 girls

8 Caucasian and 3 Hispanic Students

Lasted 9 weeks

Methodology - Participants

Students engaged in various role play scenarios

Social and emotional behaviors were modeled

Each student had opportunity to participate or contribute to each activity

Methodology - Procedure

Methodology Procedure

Discuss experiences from their weekend

Modeling and discussion of a specific problem scenario involving friendship skillssuch as:

(a) how to be a good friend by taking turns

(b) thinking about how others feel

(c) including everyone

(d) using kind words

Procedure - Monday

A one word share from each student regarding their feelings that day

Students identified their type of emotion as either a good feeling or a bad feeling.

The modeling lesson that followed the one word share targeted students’ abilities to identify their emotions, control negative and positive impulses, and to empathize with their peer

Procedure - Tuesday

A problem solving scenario to discuss and role play with a partner

Scenarios were chosen based on the ill use of manners and inappropriate behaviors

These circle time lessons allowed students to model and discuss positive ways to improve classroom citizenship and the community as a whole

Procedure - Wednesday

School wide Second Step® program

Engages students in discussing:

Social and emotional feelings, Empathy Building relationships.

These violence prevention activities focused around helping children with behavioral and social and emotional needs at school and at home

Procedure - Thursday

Good Citizenship Skills: Lending a helping hand

Pre and Post Student Surveys

Pre and Post Teacher Questionnaires

Negative social and emotional behavioral tally sheet (before and during implementation)

Daily Reflection Journal - Classroom Atmosphere

Research Design – Tools Used

27.3% increase in number of students responding that classmates made them feel happy

36.4% increase in the total amount of students who stated classmates were happy when talking or playing with them

18.2% increase in students that felt happy when entering the classroom

Results – Pre and Post Survey

Results – Pre and Post Survey

An increase of 36.4% of students expressed they felt happy in circle

Results Pre and Post Survey – Open Ended Questions

27.2% increase in observations of students talking positively about themselves on a daily basis

36.4% increase of students talking positively about other classmates on a daily basis

27.3% increase in observations of students exhibiting warmth and compassion towards classmates and the teacher

Results – Teacher Pre and Post Observations (Self Concept)

Results – Teacher Pre and Post Observations from Questionnaires

18.1% increase in observations of students playing with others inside the classroom

27.3% increase in observations of students having many close friends in the classroom

Results – Teacher Pre and Post Observation (Building Community)

Results – Teacher Pre and Post Observations from Questionnaire

18.2% increase in observations of students having very few social problems at school

9.1% decrease in observations of students having very few emotional problems while at school

A 9.1% decrease  in percentage of students categorized displaying aggressive behavior

Results – Teacher Pre and Post Observation (Social and Emotional)

Results – Teacher Pre and Post Observations from Questionnaire

Occurrences decreased 0.5 occurrences per day with the implementation of circle time activities

During the 8th week occurrences per day increased, rising over the baseline average   

Baseline averaged 6.3 occurrences per day

During implementation it averaged 5.8 occurrences per day

Negative Social and Emotional Behavioral Occurrences Observed

Classroom atmosphere showed positive signs of loving, caring and respectful behaviors

Examples:◦ students helping other classmates up after falling

on the playground◦ taking turns ◦ using good manners, such as saying please and

thank you

Results – Daily Reflection Journal

Role Play Scenario

Did not clearly show an effect on students, either socially or emotionally – inconclusive

At times, positive effects related to self-concept, building community and social and emotional behaviors

Students felt safe and happy around peers during circle time

Discussion

Overall increase in percentage of students exhibiting warmth and compassion of classmates and teacher

Increase in the overall percentage of children playing with others

An increase in the overall percentage of students forming friendships

Discussion (cont.)

A slight increase of emotional issues of students

Negative behaviors decreased .5 occurrences per day throughout implementation

In the 8th week of implementation the # of negative occurrences rose above the baseline average (not sure why)

Discussion (cont.)

Good Citizenship - Role Play

Not being able to control if every child participated in the action research study

Outside factors – child’s home life◦ Sleep◦ Food

Comfort level the student felt towards teachers and other classmates

Limitations

Circle time “helped more than it hurt”

Students learned a lot about themselves and others

It decreased negative behavioral occurrences

Helped in forming friendships and increased self worth.

Conclusion

The classroom atmosphere improved socially

Multiple caring comments were overheard

Slightly decreased aggressive behaviors

Emotional problems increased slightly

Conclusion (cont.)

The End