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Kevin, Graham, Oleg, Albert

Ed Psych 3502

Section: MNO

Case Study 15
Problem: Students are off task and are getting up.
The students in Mr. Gallants third-grade class spend a lot of time out of their seats. During large-group
activities, there are always several students wandering around the room. During independent work time, the
problem is especially acute. At any given time, there may be as many as five students out of their seats. Some of
the students are talking to each other, others are turning in papers, and some of the students just seem to be
wandering around, Miss Gallant has to tell the students to get back in their seats about once every six minutes.
The problem seems to be getting worse. Less and less work is getting accomplished.

Causes:

No physical stimulation: (ball chairs, standing desks with leg swings the fidget bar.)
A study recently done by Mark Bended, which was published in the International
Journal of Health Promotion and Education found that students who were provided with
standing desks rather than seated desks exhibited higher rates of engagement in the
classroom. The article that was published showed results such as 12 percent greater ontask engagement in classrooms with standing desks, which equates to an extra seven
minutes per hour of engaged instruction time. The research that was done and the results
that were concluded were based on a study of almost 300 children in second through
fourth grade who were observed over the course of a school year (Davis, 2015, para. 1).
Engagement was measured by on-task behaviors such as answering a question, raising a
hand or participating in active discussion and off-task behaviors like talking out of turn
(Davis, 2015, para. 2). Based on this research, it would explain why students were
constantly moving around the classroom as they were lacking physical stimulation that
our bodies naturally require throughout the day. As studies show, children between ages
8-18 are spending, on average, 7.5 hours/day in front of a screen SITTING, regardless of
socioeconomic status (Jerard, 2015, para. 6). Therefore this case study is influenced by
both the teacher and the environment which in a sense are connected, if the teacher can
provide these stimulations during their lessons, the class engagement would increase.
Lastly if the environment of the classroom allowed for physical needs to be met such as
integration of standing desks in the classroom, then it would also promote engagement
within the students as they would not require to move around the class during a lesson.

Lack of Routine:
One of the main reasons for classroom interruptions occurring such as students constantly
getting out of their seats and constantly walking around the classroom, could in fact relate
to the teacher not having an established classroom routine for students to follow. It is
stated in the Teacher classroom management practices: effects on disruptive or
aggressive student behavior by Regina M. Oliver, Joseph H. Wehby, and Daniel J.
Reschly that classroom rules and routines are powerful preventative components to
classroom organization and management plans because they establish a behavioral
context for the classroom that includes what is expected, what will be reinforced, and
what will be retaught if inappropriate behavior occurs; therefore the lack of such
components could result in misbehavement among the students (Regina M. Oliver,
Joseph H. Wehby, and Daniel J. Reschly, 2011, pg.7).

Lack of Interest and Excitement:


In relation to the case study, the teacher has possibly made lessons that are lacking
interesting facts, activities, etc. The assignment could be boring and unentertaining which
would result in the uninterested students who are constantly getting out of their seats to
walk around in order to fulfill their interests elsewhere. If the teacher creates a lesson that

Kevin, Graham, Oleg, Albert

Ed Psych 3502

Section: MNO

keeps in mind of the students personal and situational interests as well as integrates
them into the assignments and activities, then he will find his students interested in
seeking new information and have more positive attitudes toward schooling (Woolfolk,
Winne, & Perry, pg. 417). The textbook also states that both personal and situational
interests are related to learning from texts-greater interest leads to more positive
emotional responses to the material as this is also demonstrated by our case study
(Woolfolk et al. pg. 418). The teacher is lacking situational, and/or personal interests that
he may have avoided either learning about from his students and/or forgot to integrate
them during his lesson planning which in relation results in his students simply avoiding
doing any work by constantly getting out of their seats during lessons and assignments.

Action Plan:
Goal: The students will remain on task during lessons and will only circulate when it is
appropriate (ie: during breaks, or to ask for assistance.)
Intervention plan:
1. Self-assessment - The teacher should first begin by evaluating themselves. Are the
lessons they are teaching engaging for all students? Is the teaching style correct for this
specific type of class, do they prefer direct instruction, group work, individual work etc.
2. Whole Group Discussion - The teacher should engage students with I feel statements.
This allows the students to understand what the teacher in feeling, and how their actions
are impacting others within the learning environment. The class should also discuss
ways that they can remain on task, and what may happen if students are repeatedly
getting out of their desks. As is suggest in Woolfolk et al., communication between
teachers and students is essential when problems arise. (p. 462).
3. Class Environmental Change - If the problem persists, and if it is possible, changing the
way the room is set up could also impact how the students are behaving. Move objects
that draw students away from their desks to specific corners of the room, rearrange
desks so that students do not sit by friends. If the school has the funds, desks could be
replaced with standing desk. These changes can be enough to remove the distractions
that were causing students to lose focus (Hannah, 2013, p.1.).
4. Establish Routine - The teacher should also begin to create a routine for the day, or
change the routine if one has already implemented as it clearly is not working. By
establishing these routines, it demonstrates to the students that there is a specific way
we act in the classroom and that it should done the same way, or in a similar way each
day. At the same time that the teacher is changing these routines, consequences should
also be confirmed with the students. The students need to understand that should they
break these new expected routines, that there will be a set of consequences to follow.
5. Implementation Assessment (re-evaluation) - Finally the teacher should re-evaluate the
classroom and the new learning environment. Here, if the students behaviours have
improved, then the teacher knows the changes he/she has made have had a positive
impact on the learning environment. If the behaviours have remained the same, then the
teacher must again try to evaluate where to make changes to help the learning
environment. As we discussed in class, it will be vital for the teacher to remember that
each child may be at a different stage of development and that these stages will greatly
affect how the teacher should alter their lesson.

Kevin, Graham, Oleg, Albert

Ed Psych 3502

Section: MNO

Reflection:
a.
Students- The most critical change in the classroom must come from student behaviour.
These students must learn to sit in their desks, and understand that there is a time for walking
around the room, but there is also a time for sitting and working. Students must thus accept this
change, but must also try to embrace it. There will no doubt be an initial shock and push back
by this class, but it remains pivotal that the teacher shows students that this change is
permanent. The teacher must also however maintain the dignity of each student while making
this change as well, upholding KSA 8.
b.
Learning Climate - if implemented correctly, the changes in student behaviour will allow
the classroom to become a more positive learning environment. Students will be better
equipped to learn, and the teacher can spend more time helping each individual student. This
change will also foster the idea that students can learn, because they are receiving the help
they need. The teacher can also feel more confident that the students will be able to draw from
learning resources put in place, because they are not distracted by others who are moving
around the classroom. This will enhance KSA 7, because the students social psychological
securities will be maintained and strengthened.
c.
Prevention - it is important to note that prevention of this original problem is key.
Students should be actively engaged in the learning process, so that they are not bored and
looking for something else to do. The teacher must also realize that each student is different
and alter lessons accordingly, to maximise student engagement. Rules of the classroom should
have also already been set in place, and following through with consequences is vital when
these rules are broken. Students need to understand that when they choose not to follow the
rules, that there will be action taken by the teacher. The teacher needs to establish that they are
in charge of the classroom, and while they like to have fun as well, fun and learning have some
very simple guidelines that must be followed. By re-examining the teachers own plans in place,
the teacher is improving on their own learning, which meets KSA 15.
d.
Who should know about changes? - Anytime changes occur within the classroom, the
students should be one of the first to know. It is students who are going to be the most directly
impacted by these changes and thus theyre entitled to know why these changes are taking
place. Teachers may also choose to involve parents via a letter home. This letter can be a
simple explanation that a new seating plan has been put into place to better help students
learning. Partner teachers should also be advised of any changes, so that they understand why
these changes have occurred. Furthermore, when these changes are made, if the teacher is
sick, partner teachers can explain to substitutes why students may be seated in a certain plan.
Lastly, Administration may be notified. Here we argued that only if the teacher is using school
funds to change their classroom, that administration should be aware so that these funds can be
allocated. The example here is when the teacher may ask the principal to remove sitting desks
for standing ones, or if the teacher would like to create an individual work space within the
classroom. This is explained to the principal so that if parents have concerns, then
administration is also able to explain these changes. This satisfies both KSA 14 and 16, by first
increasing the quality of teaching and thus increasing the quality of the school, but also it is a
new implementation of the teachers overall vision of the classroom.

Kevin, Graham, Oleg, Albert

Ed Psych 3502

Section: MNO

Script: 10-15 minutes total


Narrator: Kevin, Principal: Graham, Teacher: Oleg, Student: Albert
Kevin : *Note to class that this presentation may be interactive.*
Student begins by getting up and causing havoc about the classroom. (e.g. writing on the board,
bugging peers, etc.) Occasionally the teacher will tell the student to get back in his seat, at
which point the student justifies his behavior (Im just getting a pen, I just have to ask Steve
about this, etc.)
Narrator: Good morning to you all, so glad youre here. Today we examine Mr Gallant (gestures
to Oleg) classroom and its current state of disarray. The students in Mr. Gallants third-grade
class spend a lot of time out of their seats. During large-group activities, there are always
several students wandering around the room. During independent work time, the problem is
especially acute. At any given time, there may be as many as five students out of their seats.
Some of the students are talking to each other, others are turning in papers, and some students
just seem to be wandering around, Mr. Gallant has to tell the students to get back in their seats
about once every six minutes. The problem seems to be getting worse. Less and less work is
getting accomplished.
Mr. Gallant has asked his administrator to help solve this problem.
Teacher: Thanks for coming into my class. Perhaps you can help me with my students.
Principal: Of course. Well first off I would suggest you do some self-reflection on your teaching,
and ask why the students want to get out of their desks. Perhaps the lessons are too hard or
easy and you should consider differentiation. The classroom itself may be distracting or not well
laid out.
Narrator: The principal is referencing KSA 1, which states that contextual variables affect
teaching and learning. Lets see what happens.
Teacher: Youre right some students say they are bored while others have to ask me all the
time what to do. And they are often milling around the classroom hamster cage.
Principal: Its good that you are thinking about these things. A good teacher plans for the future,
rather than simply reacting to discipline problems. For instance, consider factors like lack of
motivation and engagement in your reflections.
Narrator: Consider now that the principal is speaking to KSA 6, which speaks to the purposes of
short, medium and long term planning. (Guester Short, Medium and Long)
Teacher: But what do I do now? These students are completely off task!
Principal: Lets start with whole class discussion, and reminding the students of how the
disruptions are detrimental to the whole class.
Teacher: Sounds good! Attention students, please return to your desks. I feel that your behavior
of getting out of your desks is disrespectful to myself and your peers. Albert, can you share why
you felt you needed to get out of your seat?

Kevin, Graham, Oleg, Albert

Ed Psych 3502

Section: MNO

Student: Sometimes when I sit for a long time I get antsy and want to walk around.
Narrator: The student raises a good point, which relates to KSA number 7, which states that
teachers must attend to the physical, social, cultural, and psychological security. (find Gestures)
Principal: Perhaps you can find some way to increase daily physical activity to help your
students stay focused.
Teacher: Could we find some money in the budget for some exercise ball chairs? Or maybe
tubing wrapped between the table legs for them to stretch with their feet. We could even try
standing desks, and brain breaks with dance segments.
Narrator: Here we see the teacher embodying KSA number 14, which highlights the importance
of contributing, independently and collegially (Co-Lee-gel-ly), to the quality of his school.
Principal: Now for the nuts and bolts: you will need to develop some structure and routines, and
consequences if expectations are not met.
Narrator: As is clearly stated in Section 18 of the School Act teachers must maintain, under the
direction of the principal, (point and Fist Slam) order and discipline among the students while
they are in the school or on the school grounds and while they are attending or participating in
activities sponsored or approved by the board.
Teacher: I certainly will come up with a better organization for my class. Thanks for your help; I
will try implementing your suggestions and then evaluate the results.
Narrator: Mr. Gallant is clearly demonstrating KSA number 15 here, which speaks to the
importance of career-long learning. (Eye all classmates)
Principal: Youre very welcome. Good luck with your classroom management!
(CURTAIN)
Questions:
1. How can we increase daily physical activity without disturbing classroom learning?
2. How would you establish routines in your class at the start of the year? What are some
examples of routines you would set up?
3. What consequences would you impose on a student who repeatedly got out of his or her seat,
other than taking away recess?

Kevin, Graham, Oleg, Albert

Ed Psych 3502

Section: MNO

References
Alberta Education. (2015). Teaching Quality Standard Application to the Provision of Basic
Education of Alberta. https://education.alberta.ca/department/policy/standards/
teachqual/
Davis, B. G. (1999). Motivating Students. Tools for Teaching retrieved from:
http://www.ware.k12.ga.us/superintendent/Goal%20Presentations/0195/WCHS_Motivat
ing_Students_article_to_teachers.htm
Davis, E. (2015, April 22). Want kids to pay attention in class? Give them standing desks. Texas
A&M Health Science Center. Retrieved from: https://news.tamhsc.edu/?post=want-kidsto-pay-attention-in-class-give-them-standing-desks
Hannah, R. (2013). The Effect of Classroom Environment on Student learning. Western
Michigan University retrieved:
http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=3380&context=honors_these
s
Irvin, J. L., Meltzer, J. & Dukes, S. M. (2007). Chapter 1. Student Motivation, Engagement, And
Achievement. Taking Action on Adolescent Literacy. p. 12 Retrieved from
http://www.ascd.org/publications/books/107034/chapters/Student-Motivation,Engagement,-and-Achievement.aspx
Regina M. Oliver, Joseph H. Wehby, Daniel J. Reschly. (2011). Teacher classroom management
practices: effects on disruptive or aggressive student behavior. The Campbell
Collaboration.
Stand Up Kids. (2015). A Review of the Scientific Literature on the use of Stand-up desks for
children. Retrieved from: http://standupkids.org/a-review-of-the-scientific-literature-onthe-use-of-stand-up-desks-for-children/
Woolfolk, A., Winne, P. H., & Perry, N. (2013). Educational Psychology. Ontario: Pearson
Canada Inc.

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