mollyterrienteachingportfolio.weebly.com · Web viewEDU 5226 . Teacher . As. Research....

Running Head: IMPROVING FOCUS DURING WRITING

Molly TerrienEDU 5226

Teacher As ResearchManhattanville College

Fall 2011

1


Abstract

The following study explores the use of classical music in a kindergarten classroom to improve

the focus during journal writing. Many researchers have conducted studies on this topic in the

past. This research shows the value music can have on the journal writing period in a

kindergarten classroom. The action research was conducted at an independent day school in the

suburbs of New York City. The study included writing samples from and observations of 17

kindergarten students. The data and results show a decrease in off-task behaviors and an

improvement in independent work on journal entries when music is playing. Lastly, the students'

responses and reactions towards music during journal writing were positive and informative for

the classroom teachers.

2


Context and Setting

The Sound Side Academy (pseudonym) is an independent day school located in the

suburbs north of New York City. It is home to 690 diverse students from kindergarten through

12th grade. Eleven students are studying off-campus as part of abroad programs in places such as

Italy, Mexico, and the Island School. There are 134 new students to the community this year, 17

students have siblings and/or are children of a faculty member. There are 98 students on

financial aid, and the majority of students receiving financial aid are Caucasian. The amount of

aid provided for the 2011-2012 school year was just over two million dollars. The tuition for

kindergarten is $31,151 and for first-12th grade is $34,050. Sound Side Academy has a diverse

student body, which consists of 51% of the population being students of color. The students

travel to school via car, school vans, or train, and they come from 30 surrounding cities and

towns.

The campus sits on 42 acres alongside the Long Island Sound, a salt marsh, and

Audubon, which allows for many natural studies based on the surrounding ecosystems. With

access to such an opportunistic surrounding, the Sound Side Academy has also become a school

with a very strong community, challenging academics, and close relationships between students

and adults--teachers, faculty, coaches, and other mentors. Students are expected to be involved

in many activities whether it be the arts, music, or athletics all students take advantage of the

opportunities provided. Sound Side Academy is a traditional, co-educational school that most

visitors describe as a strong community fostering creativity and independence through learning.

The lower school, where this study takes place, is comprised of kindergarten through fifth

grades, and the structure of the school is very open with the kindergarten through second grades

being situated around an open courtyard. The students are constantly walking outside to change

3


classrooms, attend specials, and walk to lunch. All the classrooms were renovated in

approximately 10 years ago and now provide spacious rooms with a lot of natural light. Also,

the lower school has access to their own science lab, music room, art room, library, gymnasium,

and a wireless traveling computer lab. Each class has 32-34 students, a head teacher, and an

assistant teacher.

In my kindergarten class, there are 17 students: nine boys and eight girls. The majority

of the students are Caucasian, but there is one Asian girl. The classroom is set up with a focus

on the rug and play areas, because there is an emphasis on the social curriculum in kindergarten,

so the room allows for successful interactions. There are four tables where the students are

seated during projects, whole-class activities, and any independent work; there are two teaching

tables for language arts when small groups are with a teacher working on reading and writing;

lastly, there is a large rug where the daily meeting takes place and read aloud time. There are

five students in this kindergarten class with older siblings, and these students seem to have

adjusted the quickest being familiar with the school and schedule of Sound Side Academy.

However, all the students are "new" to the school and thus many new relationships are being

formed.

Overall, the class is kind, interested, and playful. Academically the abilities vary from

being able to write all letters in both lower case and capitols to no letter writing at all. Since

there is such a broad range of levels in the class, much of the work is individualized and will be

instructed the same way. Currently, my head teacher, Liz (pseudonym), and I are observing the

students pencil grips, social interactions, reading choices (books they're interested in, any reading

abilities, and whether they choose to read during centers time), and lastly, we're trying to ask the

4


students about shapes, colors, numbers, and letters in hopes of completing an informal

assessment for each student.

Liz has been teaching for almost 40 years and has been at Sound Side Academy for

approximately 20 years. She had the same teaching assistant for the past three years, so I am her

first "new" assistant in a few years. However, our relationship has been growing since I first

came to teach at Sound Side Academy two years ago. We chose to work together this year, and I

believe it will be a successful relationship. We are constantly communicating our ideas for

lessons, discussing our observations of the students, any concerns regarding the students or

classroom or one another, and sharing personal anecdotes to best understand each other. Even

though we have such open communication and our teaching styles seem to be similar (but her

teaching style is slightly more traditional than mine is), in the end it is Liz's classroom and she

will have the final say.

My educational philosophy is to promote and motivate students to become independent

thinkers and to teach to the whole child. A students’ academic ability is only part of who they

are as a student, which increases the importance of teaching for continuous growth through an

academic setting. This can be accomplished through the use of cooperative learning, integrated

curriculum, technology, and hands-on/minds-on activities.

Students are more likely to be engaged learners when they are presented with a classroom

that is intellectually stimulating, demanding, creative, and incorporates new technologies. In

recognizing how the material and subject matter directly relate to their lives, students take

ownership and are empowered to continue their quest for knowledge and understanding. An

effective teacher tries to understand the knowledge that his or her students already have and

attempts to build upon it every day. Ultimately, students will take responsibility for their own

5


learning, however, a teacher does have the ability to empower and inspire students to do so. As a

teacher, I will be attentive to these factors and work to be flexible and alter my approaches

according to the students, curriculum, and classroom. The following research study was

approved by the Institutional Review Board of Manhattanville College (Appendix 1a)

Rationale and Research Question

The literacy block is the longest block of time designated to academics during the day. It

is a time when the teachers meet with reading and writing groups, and it is also when students do

the most independent work. Becoming independent is an important part of the kindergarten

curriculum, because the year begins with very little knowledge of the school, work process, and

expectations of the classroom. In other words, kindergarteners are still very dependent; however,

they are capable of being independent workers and thinkers when provided with an environment

conducive to independent work. As I prepare for my own classroom next year, I have been

focusing on how to provide an environment that fosters independence, creativity, and excitement

while still maintaining successful management. Therefore, I am conducting action research in

hopes of improving the literacy block and learn how to best implement new techniques, which

are a significant aspect of teaching.

In my kindergarten classroom all students work at different paces and many speed

through a task just to complete it. The students who rush through the journal assignment are

scribbling rather than drawing then coloring; they forget to write their names and attempt to

write what is in the picture. As soon as these children finish they begin to distract others,

preventing them from working. One factor to keep in mind at this level of development is that

some students are not capable of certain fine motor skills such as coloring details or drawings.

However, when students work with a teacher individually, their work is more detailed, they

6


spend more time thinking about what they're drawing and writing, and the final product is often

at a higher level. The students are able to complete higher quality journal entries when assisted;

however, the teacher cannot always work with each student individually, and it is crucial for

students to learn to be independent workers. For my research study, I decided to address how to

improve students' independent journal writing and drawing. This research study was designed to

help me determine how to improve the literacy block and independent work time. Thus, my

action research question is: "Can soft background music improve the focus and attention during

journal writing in a kindergarten classroom?"

Literature Review

Children will succeed and comprehend in reading when they are engaged, enjoying, and

fulfilling their curiosities (Salmon, 2010, p. 937). "A natural connection exists between thinking,

music and language" (Salmon, 2010, p. 938). The International Reading Association and

National Association for the Education of Young Children have suggested incorporating music

into childhood curriculums, because of music's potential for facilitating learning (Salmon, 2010,

p. 938). According to Gardner, as cited by Salmon, music is the first intelligence to develop, and

intelligences work together when solving problems (2010, p. 938). Salmon states that "music is

a language of learning that eventually involves children in talking, reading, drawing, and

writing" (2010, p.937).

Music is a valuable tool in the classroom, because it enhances learning in a variety of

ways (Reston, as cited by Jackson and Joyce, 2003). Jackson and Joyce discuss how music can

be used to achieve a variety of classroom goals such as: providing a relaxing atmosphere,

increasing attention, and creating a learning style that is positive for students, which all lead

towards positive classroom management, too (2003, p. 3). According to Jensen (1998), the

7


entire brain is engaged when listening to music. "The power of music and its relevance to the

curriculum suggest that we need more of it in the classroom" (Jackson & Joyce, 2003, p. 6).

According to Jackson and Joyce, teachers are constantly faced with the problem of keeping

students engaged, and when students are not engaged they are more likely to act out aggressively

(2003, p. 3). Challenges in early elementary classrooms include children calling out, constant

assistance is needed by the teacher, the volume in the room is often too loud, and children have

short attention spans (McKnight, 1998, p. 5).

As Jackson and Joyce state, "music is one of the most effective techniques that can be

used to facilitate classroom management" (2003, p. 3). Classroom management is crucial to

teachers' productivity and students' learning. According to Jackson and Joyce, "music can

encourage teamwork and cohesiveness. It can foster discipline and commitment" (2003, p. 6).

There isn't one exact way to implement management techniques; however, there are strategies

that can be used to decrease discipline problems (2003, p. 4). In order to increase control, music

has proven to be a successful strategy; when it is used, there are fewer disruptions (2003, p. 4).

Jackson and Joyce also discuss the importance of keeping students engaged and interested to

maximize focus (2003, p. 5).

Balkin reports, there is nothing more important than early literacy experiences; the skills

of reading, writing, talking, listening, thinking, and creating are valuable skills for young learners

(1999, p. 2). Songs are useful and powerful ways of teaching students concepts, because music

is permanent and once a song is learned it lasts (Balkin, 1999, p. 2). Music can activate mental

imagery, which can improve reading and writing; visualization helps children activate prior

knowledge, make connections, predictions, and question (Salmon, 2010, p. 940). At a young

age, thinking consists of recalling experiences and memories, and music has the potential to

8


active memories, which can then assist or improve their creative writing (Salmon, 2010, p. 940).

Lastly, as Salmon states,

"Teachers should use music to create environments that invite children to communicate, because music is an intrinsic motivator that helps children to establish connections with their world, thus enhancing their desire to communicate what they have in their minds" (2010, p. 941).

There are many genres of music that can be used as background music in the classroom,

but for journal writing classical is the best music to use. According to Campbell as reviewed by

Riley, Mozart promotes a child's imagination in developing stories (Riley, 2004, p. 173). Also,

the tempo of the music plays a role in the response to it. In a study conducted by Koppleman, as

cited by McKnight, (1998), it was determined that his second grade students "proved to be more

productive workers when classical and jazz music was played in the classroom" (1998, p. 21).

Another study performed by McKnight stated that classical music has "a positive effect on

children's behavior in general" (1998, p. 13).

Language and music are universal elements, and both elements overlap in the brain in

important ways (Patel, 2003, p. 674). Patel also suggests that more evidence shows that music

and language are more closely related than once believed (2003, p. 679). According to

Bernstorf, "everyone's brain processes music as a higher-level cortical activity, the brains of

people with music training also process music and speech more strongly and actively than people

without music training in the lower regions of the brain, the brain stem" (2009, p. 17). Musicians

have enhanced responses in the brain to what they hear, because they use more of their brains

(Bernstorf, 2009, p. 17). Bernstorf states that research is still being conducted to explore how the

brain processes auditory and visual input in relation to cognitive processes. However, it is

believed that listening to music will improve children's reading and listening skills (Bernstorf,

2009, p. 18). According to Blakeslee, there are specialized circuits in the brain, which are used

9


to decode parts of music and speech. The temporal lobes, which are located on both sides of the

head, have cells that determine pitch, and pitch is intertwined with grammar. For example, when

asking a question the pitch rises at the end of the sentence, and when sentences are formed pitch

is used to connect sounds together (1995, p. 1). Both sides of the brain have cellular circuits that

recognize music and language, and when signals are sent through the brain stem to the auditory

cortex the sounds are processed (Blakeslee, 1995, p. 1). During the initial steps of sound and the

brain, music and language have shared pathways (Blakeslee, 1995, p. 2).

According to Towell, "listening to music can sooth the soul, excite the emotions, and

provide a sense of cultural identity" (1999/2000, p. 284). When a student feels soothed and

emotionally excited there is greater potential for deeper writing or drawing. Music triggers

emotions, which then enable students to become more engaged in the text (Towell, 1999, p. 284).

Teachers provide a variety of sensory cues that allow more students' needs to be met, and more

students are engaged when their senses are activated (Kimball & O'Connor, 2010). As stated by

Kimball and O'Connor (2010), "research also suggests that all learners benefit from multiple

sensory stimuli in learning regardless of their learning preferences because the brain operates at

its best in complex environments" (p. 316). By providing music to listen to during learning time,

the pathways in the brain are enhanced and more likely to engage in the learning process

(Kimball & O'Connor, 2010). Therefore, by playing background music during journal writing

time, students are more stimulated and more apt to engage in their journal assignment.

MethodologyWhen I began the study I realized it would be important to use a variety of data collection

methods in hopes of best determining the results of the study. Since I am also teaching in the

classroom, my time for data collection is limited and this impacted the types of data collection I

implemented. I scheduled the data collection prior to beginning the study, because I wanted the

10


data to be as consistent and truthful as possible. After looking at the schedule for literacy and

other events, I realized I could collect data for six days during the writing block.

The literacy block in the kindergarten classroom followed the same routine every day. It

began with the students meeting on the rug to discuss a topic or concept for the day. The teacher

gave directions for writing, completing a worksheet to practice motor skills or review letters, and

discussed what centers were open for when students finished their work. When the students left

the rug, they shared what their journal was going to include for that day; the teacher was able to

ensure students were on the right track before they were at their seats. Then students were called

to write independently with the teacher throughout the literacy block.

On the first day, I administered a Pre-Likert survey (Appendix A) by calling students

over one at a time during the morning before journal writing time. We read the questions

together and then the student answered by circling the way they felt. The goal of this survey was

to provide insight into how the students felt about journal writing and how they viewed their

behavior and focus during the period.

The survey asked the following questions:

How do you feel about journal writing time?

Do you stay in your seat during journal writing time?

Do you talk with your friends during journal writing time?

Are your pages the best they can be?

Do you take your time during journal writing?

How do you feel about listening to music during journal writing? (Post-Likert only).

Music or No Music? (Post-Likert only).

11


Then again on the first day, during journal writing time, I observed the students' off-task

behavior using an observation checklist (Appendix B). This checklist was meant to show

whether the students were working on task or not. It was completed every five minutes, or as

close to five minutes as possible, because I was also working with students individually on their

journals. So sometimes it was slightly shorter or longer of a period, because that's when I had

time to tally the behaviors I saw. I collected students' journals and assessed the students' work.

Lastly, on the first day I discussed with the students at the end of the journal writing that starting

the next day there would be classical music playing one day on and one day off.

On the second and fourth days of the study, I implemented the use of classical music

during writing and continued to use the observation checklist approximately every five minutes.

However, on the third and fifth there was no music, but there was still an observation checklist.

Throughout the study, I collected journal entries from students at varying levels (Appendix C, D,

E). Lastly, on the sixth day, I concluded with classical music, the observation checklist, and a

post-Likert survey (Appendix F). The post-Likert survey was meant to show any changes in

students' thoughts and opinions regarding journal writing and their reactions to the music.

Data AnalysisAfter conducting the research I compiled the results in the following charts and tables to

best portray the effects of music during journal writing. The journal entries were not as

informative as I had hoped, because the journal entries are subjective. Kindergarten journals are

not assessed with a rubric because of the varying developmental levels of the students. The

students begin the school year at different ages and abilities, which influences their writing

throughout the year. Writing in kindergarten is individualized so expectations are different for

each student, which prevents rubrics from being a useful assessment tool. The more quantifiable

data showed an improvement of focus during journal writing based on the checklists and survey

12


results. One student was absent the first two days of the research, so his data was not included

in the results, because he was not able to participate throughout the entire study.

The study began on Monday, October 24th and ran through Monday, October 31st.

Initially I was not sure I would run the study during the Halloween carnival at our school or on

Halloween day. However, the students worked to the best of their abilities on both those days

and the results did not show any unusual events or behaviors so the study ran as planned from

October 24th to October 31st. The results of the pre and post-research surveys, observations, and

journal entry evaluations were as follows.

Part One

On the first and last days of this study I administered a Likert scale survey. One at a

time, the students came over to answer the Likert survey with me, which was the best way to

answer the survey, because I was able to help the students read the questions but the students

were not being influenced by other students' responses. The results of the pre and post-research

Likert surveys are discussed later in the data analysis.

The following are the results and analysis of the pre-research and post-research Likert

scale surveys are displayed in the figures below.

Love it Like it It’s Okay I don’t like it!Pre 7 4 4 1Post 8 6 1 1

Figure 1. Pre-Research and Post-Research Likert Survey Results for Question 1. How do you feel about journal writing time?

From the beginning, the students responded positively to the journal writing time. Eleven

of the 16 students responded positively to journal writing. Seven students definitely loved

journal writing, which I was pleased to see from the start of this research, but I was concerned

13


that four students thought journal writing was okay. By responding that journal writing is okay,

the four students showed that they are close to disliking journal writing. Students tend to be

more engaged and successful in writing when they are interested and like what they are doing

and writing about. Therefore, I hope the music enables these four students to become more

engaged in writing time. As I examined the results, I realized there was a noteworthy change in

the students' responses. The results show an increase in positive reactions to journal writing and

a decrease in negative responses. Initially 11 out of 16 students answered positively, and that

increased because the post-research showed 14 out of 16 students felt positively about journal

writing time.

Always Usually Sometimes NeverPre 9 4 2 1Post 11 3 1 1

Figure 2. Pre-Research and Post-Research Likert Survey Results for Question 2. Do you stay in your seat during journal writing time?

I was surprised how many students answered that they always or usually stay in their

seats during journal writing, because the majority of the students are constantly getting out of

their seats for pencils, drinks, bathroom, to talk to another student, or to ask the teacher

questions. This is one of the primary reasons why I wanted to implement the music, because I

felt the students were not sitting and focusing for enough time to create a well-developed journal

entry. So when 13 out of the 16 students said they usually or always stay in their seats I was

slightly shocked. However, it was interesting to see that they truly think they stay in their seats.

I am wondering if they did not realize when they were getting out of their seats, or if they did not

count the times to talk to a teacher or get a pencil as getting up.

14


In the post-research survey, the students' response to question 2 about staying in their

seats during journal writing was an accurate depiction, because in my observations, students

were still getting out of their seats. However, it had improved slightly, which the results show.

Overall, the on-task behavior appeared to be improving throughout the study. The one student

who responded with never staying in his seat was honest; he knows he should and he is capable,

but is always wandering around or asking questions of teachers and other students.

No, I am quiet. I talk a little bit. I talk many times. I talk a lot!

Pre 10 2 3 1Post 11 2 0 3

Figure 3. Pre-Research and Post-Research Likert Survey Results for Question 3. Do you talk with your friends during journal writing time?

During the pre-research survey, the students were most skeptical when answering this

question. Many of them looked to me when about to answer or hesitated between two responses.

More often than not, they selected the "more appropriate" answer, because they knew the rules

were no talking and probably assumed they would get in trouble if answered that they did talk. I

was trying to remind them throughout the question that any answer is fine and I'm not keeping

track of who said what, but the students were still nervous to admit they talk. However, one

student who answered that he talks many times said, "Oh yeah, I really talk a lot, but I am quiet

when I'm drawing my picture because I have to think about what to do. So I'm going to circle

that I talk many times, because I do but it's not always." This student's response was so honest

and accurate I was thrilled when he shared that with me, because it showed that the surveys were

useful for giving students an opportunity to reflect on their work habits, too.

15


Decreasing talking was a goal of this study, because the music would hopefully help

students focus more on their writing during journal time. But the students' responses do not

aligned with the observation checklists results. As the students' responses in the Likert survey

showed, talking did not decrease throughout the study. I was surprised by these opinions,

because the observation checklists showed a decrease in off-task behavior; however, the Likert

survey responses showed an increase in talking during journal writing. I also think the students

were more honest and comfortable answering the post Likert survey questions, because they had

already answered one before. They were more independent in answering rather than looking to

me for help or trying to read my reactions to their answers.

Every day! Most days Some days NeverPre 12 3 1 0Post 11 3 2 0

Figure 4. Pre-Research and Post-Research Likert Survey Results for Question 4. Are your journal pages the best they can be?

In the pre-research Likert scale survey, I was glad 12 of 16 students said their journals

were the best they could be, but I was also concerned because not all of the students were doing

the best they could on the journal entries. This is a trend in the classroom across all assignments

and activities though, because the students as a whole are fast workers. They are not rushing or

trying to keep up with another student, but they are just a quick group with many projects.

However, there are about three students who take their time and work really diligently on their

assignments, especially their journals, and I'm hoping more students begin this habit over the

course of the year, which is partly why I began the music study.

16


Again, the changes between the pre and post Likert surveys in response to students'

journals being the best they can be were minor. The students answered only slightly differently.

For example, 12 of 16 students initially said their pages were the best they could be, but then 11

of 16 students said their pages were the best. Two students changed their answers to be one

more negative. In other words, one student answered her page is the best "most days" in the pre-

research survey, but then answered "some days" in the post-research survey. Another student

changed his answer to be "most days" rather than "every day." These two changes showed the

students were being reflective and honest when evaluating their journal entries. One student who

answered that her journals are the best they can be only some days said, "I don't always do my

best, because I don't always like what I'm drawing about. So I just like to get it done and go to

stations." This is one of the most honest and useful comments I heard throughout the research,

because it was enlightening about the student's work habits, interests, and thoughts. In addition,

it was very useful for me, because I think it is important to know what the students are interested

in or what motivates them to do their best. So in the future, I will incorporate another survey or

study about learning more about what motivates the students to do their best.

Also, not one student answered never to this question, which was interesting, because at

one point I thought one student was answering negatively because the face symbol was the most

dramatic and enticing with the open mouth and black background. I had a feeling this was the

case, because this student was always showing scary pictures and very interested in gory aspects

of Halloween. When the student circled the negative face very quickly in questions 1 and 2 I

wondered if it was because of the image or how he truly felt. Therefore, this question was

helpful in my evaluation of the results, because I was wondering whether or not I should take

that student's responses seriously because of his constant answering with the severe negative.

17


Generally, the students thought they are doing the best they can on their journals before and after

the research study.

Always Usually Sometimes NeverPre 12 1 2 1Post 13 1 2 0

Figure 5. Pre-Research and Post-Research Likert Survey Results for Question 5. Do you take your time during journal writing?

Almost all of the students said they take their time during journal writing, but a few did

say they did not always take their time. I noticed students rushing or working quickly, so I was

surprised to see that 12 students think they always take their time. One student who answered

never was honest and said, "I don't really take my time on anything. I go really fast when I do

things." I was very surprised and pleased with how honest this student was when answering the

question. It also provided insight into the student outside of journal writing, because he was

aware of his body moving so quickly but not necessarily being able to control it.

In the post-research survey, there was not a striking change in students' responses to

taking their time during journal writing. However, there was a slight increase in positive

responses. One more student answered "always" to question 5 about taking her time when

writing, and zero students answered "never" to question 5 about taking their time during journal

writing. In both the pre and post surveys, there were many more positive responses than

negative. All but three students answered positively to taking their time during journal writing,

which in my observations and reflections I agree with. The students do take their time and want

to do well, so it is true that they would feel that way, too. I was glad when the student who

answered "never" said "sometimes" in the post-research survey because he also shared that the

18


music helped him. "I know I should be working while there is music playing, so I keep going

until the music stops." This was very interesting, because I hadn't thought about the music

aiding in the time management factor of writing. I had hoped it would slow students down, but I

hadn't realized that the students would use it as a timer. Therefore, it was very useful to hear this

student's response, because it added a level of the music I hadn't yet considered.

Love it Like it It's ok Don't like itPost 12 1 1 2

Said Figure 6. Post-Research Likert Survey Results for Question 6. How do you feel about listening to music during journal writing?

I was surprised 12 students actually said they "loved" listening to music during journal

writing. I had noticed a positive influence and effect from playing classical music, but I was not

sure how the students were feeling about it. So when the responses were so positive I was glad

that the students' actions were reflecting their thoughts and feelings. I was curious and surprised

that two students did not like music. When I tried asking them what they did not like about the

music, they had difficulties putting into words their thoughts and feelings. They basically said

they don't like to listen to music ever, it was too loud some days, or they couldn't hear the music

so didn't want to listen to it.

This space was left blank intentionally

With Music No Music

Post 14 2

19


Figure 7. Post-Research Likert Survey Results for Question 7. With music or no music?

The final question on the post Likert scale was very straightforward to see the students'

initial reaction to music. The students were asked with or without music? Fourteen out of the 16

students responded by answering "with music." Therefore, just over 80 % of the class prefers

having music playing during journal writing.

Overall, the pre and post Likert surveys only had minor changes in students' responses.

Their answers seemed to be honest and accurate, because students didn't answer the same way

both times and took the time to think about their selection when circling their responses. Even

though the numbers in the responses did not show striking changes, the responses provided much

insight into the students' feelings toward journal writing and their abilities.

Part Two

Throughout the study, I collected student work samples and evaluated the journal pages.

All the students are at different levels of writing, which is taken into consideration when their

journal pages are evaluated. For example, one student is writing multiple sentences

independently, one student is writing one sentence on his own, and another student is only

drawing a picture on his own. I selected seven students at varying levels to assess throughout the

study and include in the results. The students were deliberately selected to represent a range of

levels and abilities in journal writing.

The students' journals on the first day of the study were varied. There was no music on

the first day and the students' journal entries showed a lack of engagement and were not as

developed as they could be. Without music, the students' scores were average and acceptable for

kindergarten, but the goal of this study was to begin improving the journal writing. As I

analyzed the results, I referred back to the journal entries. Two entries lacked both color and

20


independent work and students did not write their name without being asked. Three entries were

average and included a drawing and some words. Two entries had all the necessary components

and were completed well. But I realized that these students will need to be held to a higher

standard now, because they are meeting the requirements, but I still want them to be challenged.

It was evident that the scores improved with music, because with music five students

completed journal entries independently and included a colored picture along with writing. Also,

zero students lacked any components of the journal requirements. I was pleased that the scores

increased positively, because that showed the music was helping focus. The students' entries

improved, which was important to me, because I was hoping the music would enable students to

work more independently and focus on the requirements of the journal before meeting with a

teacher or before handing the journal in. It seemed that students were attempting more writing

on their own, remembering to write their name, and using three or more colors in their pictures.

The biggest improvement I saw was that the students were attempting the writing on their own.

Even the students who do not yet have their sounds and letters wrote words and sentences based

on what they thought they heard in a word, which showed independence, confidence, and

engagement during their journal writing time. On days with music, the students showed a

transition from a minimal entry lacking some components to attempting to write a sentence on

their own and creating a picture with color to go along with the writing. Therefore, an overall

improvement in entries showed that the students were trying their best and completing the

assignment well.

Appendix C, D, and E are samples of student journal entries and the improvements that

were made. Appendix C is an example of a student who met all the requirements from the start

of the study; however, it is evident that she was asked to continue adding on to her pictures and

21


journal writing to maintain the check plus. This student began by drawing and coloring a

detailed picture and she attempted to do her own writing. The second entry shows that the

student continued to draw a detailed picture with many colors, but there was even more writing

in the last entry of the study. I was pleased this student continued to add on to her work, because

sometimes when students receive a high grade they stop trying to improve. The progress from

this student is satisfying, because it showed the music was helping her focus and continue to

grow as a student.

The next journal entry included is from a student who was meeting some of the

expectations, but there was room for improvement. The second entry included in the data

showed the student writing more. In this case, the student also worked more independently by

the end of the study. He was using words from the word wall to write before asking the teacher

how to spell something. This student was still rushing his pictures though, so I hope the music

will continue to help him slow down and work more independently and longer on his work.

The final entry included showed a student who was lacking many components on days

without music, because the student only had his name and initially brought the journal over to

the teacher without any color in his drawing. The goal of the study was to enable students to

work more independently and to a higher quality of work, and this goal was achieved according

to this student's journal entries. The first was lacking many components, but the second was

handed in with his name, writing, and a detailed picture with color. This student was really

struggling to meet the requirements for the journal entries, so I was thrilled when his journals

started to improve. I think the music helped calm him down and focus more on his work. When

I showed him the difference between his two entries for the study, he smiled and said, "I really

can do better than I thought." This was such an interesting comment, in my opinion, because the

22


student shared that he didn't think he was a good writer, but when I showed him how great the

journal entry was he pleased for the positive feedback and very proud of the higher quality of

journal writing and drawing. The comment also provided insight into the fact that the student

wasn't as in control of his abilities before the study began. He seemed surprised that he had

improved so much, which showed that the music was effective for this student's focus and

writing time. Overall, the journal entries improved throughout the study and the days with music

playing students produced high quality journal entries.

Part Three

The observation checklist provided data on whether or not the students' behaviors were

improving, worsening, or staying the same. The observations were collected consistently, which

enabled the results to portray an accurate depiction of the class during work time. These

observations were collected to keep track of how engaged and focused the students were during

the study and be able to compare behaviors with and without music. The total off-task behaviors

were higher on days without music. For example, the first day had 73 off-task behaviors during

the 45 minute writing period. This was exceptionally high, even compared to other non-music

days, but it was a Monday and Mondays tend to be our most distracted day of the week after

returning from the weekend. The other two days without music were in the 20's where as the

days with music were in the teens or lower. It was a subtle change; however, it is noteworthy,

because the off-task behaviors decreased on the days with music. Therefore, the music helped

students focus and stay on task during journal writing time. Figure 10 shows the total off-task

behaviors on days with and without music throughout the study. The difference between the first

and last day are evidence as to the success of music during journal writing, because the off-task

behaviors decreased significantly.

23


Figure 10. Research Study Daily Observation Checklist Total Off-Task Behaviors

Figure 10 showed the totals of off-task behaviors throughout the study, but the following

table shows a more individualized record of each behavior and how many students were

exhibiting it each day. Again, I was very surprised by how many more off-task behaviors there

were on the first day without music. Also, I found it interesting that there were students doing

something other than writing at 18 different times throughout journal writing. Talking was the

most common off-task behavior during journal writing, but students were often out of their seats,

too. On days without music, more students interrupted the teachers' groups or disrupted their

fellow classmates' work. Also, when there was no music playing more students tended to be

doing something other than writing, or they were not doing anything at all. Therefore, based on

the observations, music increased on-task behavior and focus during journal writing.

.

Table 1 Students Exhibiting Off-Task BehaviorsNo Music No Music No Music Music Music Music

Talking 19 2 6 6 7 4Out of Seat 11 2 3 9 1 1Disturbing 9 3 4 3 2 0

24

No Music

No Music

No Music

Music Music Music0

1020304050607080

Total Off-Task Behaviors

Total Off-Task Behaviors


OthersInterrupting Teacher Group

8 5 6 4 2 2

Something other than Writing

18 4 2 0 1 0

Not Working 8 1 4 0 4 3Totals 73 17 25 22 17 10

The overall atmosphere during the writing period changed on days with music. The

students were calmer, worked longer without getting distracted, and their journal entries showed

this. For example as I observed students' behavior on the three days without music students

disturbed one another 16 times. Whereas during the three days with music, the students only

disturbed each other five times. Another area to note a decrease in off-task behavior was

students interrupting the teachers' group, because this showed a lack of engagement since the

students were constantly asking the teacher for help or further instruction when they should have

been writing. The three days without music students interrupted the teacher 19 times, but with

music the teachers were only interrupted eight times, which is a reasonable decrease. Another

interesting observation was that talking was still the most frequent off-task behavior even when

music was playing. An important observation I noted after compiling and analyzing the data was

that students stopped doing something other than writing during journal time when music was

playing. For example, 24 times on days without music students were doing something other than

writing; whereas, only one student was observed doing something other than writing during the

three days with music. The observations showed a decrease in off-task behavior on days when

music was playing, which then showed the students were more focused during journal time when

music was playing.

Conclusion

25


When I began this study, I was hoping to be as consistent and objective as possible

throughout the data collection, analysis, and planning. However, I was also hoping that music

would improve the focus and on-task behaviors during journal writing. I had heard and read

about many positive studies incorporating music into the classroom, but I wanted to do my own

research with my current class to see if incorporating music would truly help journal writing

time. Once my action research was completed, I realized that I also enjoyed having music

playing during journal writing.

Therefore, according to the data collected and the literature reviewed, it was beneficial to

incorporate classical music into writing time. Not all of the data was as useful as I had hoped.

For example, the students' journal entries did not show as much of an improvement as I had

expected based on the increase in on-task behaviors. Music helped decrease off-task behavior

and increase focus during students' work time. The observations showed an improvement in

student behavior on days when music was playing. Also, 82% of students responded to

preferring journal writing time with music playing. Lastly, I was lucky to have a head teacher

who was supportive and understanding throughout the action research, because that made it

easier to collect and analyze data.

Action Plan

After collecting and analyzing data, I needed to develop an action plan for the future

regarding the use of music during journal writing. As I move forward, there are a few ways I

plan to incorporate the results of this study into my teaching. Since I am currently an assistant

teacher, the first step in my action plan is to share the results with Liz, my head teacher. Liz was

very supportive throughout the study and interested in the results with the shared hope of

positive responses, so we could implement the music into the writing period. That being said,

26


based on the findings of the research, Liz and I will incorporate music into the classroom writing

period, because we had been hoping to improve the focus and behavior during this period from

the beginning of the school year.

As soon as the students have received directions on the rug and discussed their writing

plan for the day, classical music will be played in the background for the duration of the writing

period. I will also continue to remind the students that the music will be playing to help focus

and maintain a quiet working room.

The last step I plan to take is to share the results with other teachers in the Lower School,

because if soft background music helped in the kindergarten writing period, it could also help in

other grades during writing. Also, as part of the final steps in my action plan, I will begin

researching how music can be incorporated into other subjects, too. Throughout my research and

literature I review, I realized the value of music in the schools, and thus, plan to best utilize it in

my career.

27


ReferencesBalkin, A. (1999). Music and Literacy: A Partnership. 2 pp. Retrieved Nov. 3, 2011, from the ERIC database.

Bernstorf, E. (2009 Fall). Music, Dance, and the Brain: A Great Combination. Administrator Connections, 17-19.

Blakeslee, S. (1995, May 16). The mystery of music: how it works in the brain. The New York Times. Retrieved from http://www.nytimes.com

Jackson, M. & Joyce, D.M. (2003). The Role of Music in Classroom Management. 11 pp. n/a Retrieved Nov. 1, 2011, from the ERIC database.

Jensen, E. (1998). Enriched environments and the brain. Retrieved Nov. 2, 2011, from The Association for Supervision and Curriculum and Development website: http://www.ascd.org/

Kimball, K. & O'Connor, L. (2010). Engaging Auditory Modalities Through the Use of Music in Information Literacy Instruction. 3 pp. Retrieved Nov. 1, 2011, from the ERIC database.

McKnight, R. (1998). Does Listening to Slow Tempo Classical Music During Independent Writing Affect Children's On-Task Performance? 15 pp. n/a. Retrieved Nov 5, 2011, from the ERIC database.

Patel, A.D. (2003). Language, music, syntax and the brain. Nature Neuroscience, 6 (7), 674-681.

Riley, J. (2004). The Mozart effect for children: awakening your child's mind, health, and creativity with music. Roeper Review, 173.

Salmon, A. (2010). Using music to promote children's thinking and enhance their literacy development. Early Child Development and Care, 180 (7), 937-945.

Towell, J. (1999/2000). Motivating students through music and literature. The Reading Teacher, 284-287.

28


Appendix A

Journal Writing TimeHow do you feel about journal writing time?

Love it Like it It’s Okay I don’t like it!


Always Usually Sometimes Never


No, I am quiet.

I talk a little bit.

I talk many times. I talk a lot!

29


Are your journal pages the best they can be?

Every day! Most days Some days Never



30

http://www.google.com/imgres?imgurl=http://teacherweb.com/TX/ForestNorthElementary/Stevenson/clock.gif&imgrefurl=http://teacherweb.com/BLOG/TX/ForestNorthElementary/Stevenson/1/blog.aspx?Post=2ea00f9e-5985-49f9-8a45-d4080a89e457&commentview=true&h=344&w=359&sz=4&tbnid=2lvZldLwJAv0NM:&tbnh=90&tbnw=94&prev=/search?q=clip+art+clock&tbm=isch&tbo=u&zoom=1&q=clip+art+clock&docid=iHioAEmTsVPZuM&sa=X&ei=xdCSTrPNGYrr0gHetchY&ved=0CEcQ9QEwAQ


Appendix B

Journal Writing Time--Observation Checklist

Time/ Behavior

5 min 10 min 15 min 20 min 25 min 30 min 35 min

Students talking

Students out of seats

Students disturbing

others

Students interrupting

teachers' group

Students doing

something other than

writingStudents

sitting and not doing any

work

31


Appendix C

32


Appendix D

33


Appendix E

34


Appendix F

Journal Writing Time AgainHow do you feel about journal writing time?

Love it Like it It’s Okay Don’t like it




No, I am quiet

I talk a little bit

I talk many times I talk a lot

35


Are your journal pages the best they can be?

Every day Most days Some days Never



How do you feel about listening to music during journal writing?

Love it Like it It’s Okay Don’t like it

With Music No Music

36

http://www.google.com/imgres?imgurl=http://teacherweb.com/TX/ForestNorthElementary/Stevenson/clock.gif&imgrefurl=http://teacherweb.com/BLOG/TX/ForestNorthElementary/Stevenson/1/blog.aspx?Post=2ea00f9e-5985-49f9-8a45-d4080a89e457&commentview=true&h=344&w=359&sz=4&tbnid=2lvZldLwJAv0NM:&tbnh=90&tbnw=94&prev=/search?q=clip+art+clock&tbm=isch&tbo=u&zoom=1&q=clip+art+clock&docid=iHioAEmTsVPZuM&sa=X&ei=xdCSTrPNGYrr0gHetchY&ved=0CEcQ9QEwAQ

mollyterrienteachingportfolio.weebly.com · Web viewEDU 5226 . Teacher . As. Research....

Documents

Transcript of mollyterrienteachingportfolio.weebly.com · Web viewEDU 5226 . Teacher . As. Research....