Field Study # 2
Focus and Rationale:
My rationale for this field study was to gain a better understanding of my discipline practices and determine if my classroom management and discipline strategies were creating a healthy classroom culture where students felt safe, connected, and supported. I wanted to uncover ways to establish classroom norms early on in the school year that contributed to a healthy classroom culture. I was curious if promoting specific values (equity, fairness, respect, responsibility, accountability, inclusiveness, kindness, empathy, and compassion) would make a difference in the classroom culture. My goal for this field study was to discover new ways to nurture and support self-regulation and positive behaviour through the introduction of specific norms and structures. I also wanted to examine if explicit teaching of metacognitive and executive functioning skills would help students improve their overall performance, engagement, and behaviour. Furthermore, I wanted to explore how incorporating indigenous insights could further expand and enrich the classroom community, helping students develop self-awareness, common understanding, creative expression, and connection to place.
Inquiry Questions Pursued:
Does promoting a specific value (ie respect, compassion, kindness) weekly make a difference to my class culture? What are the ripple effects of specifically focusing on a particular value to enrich my classroom? How do the children see that value unfolding within our classroom?
In what ways does understanding the learning intentions (the what of learning) and criteria (how you will learn it) influence students’ academic achievement, motivation, and engagement?
Does purposeful teaching of metacognitive or executive functioning skills improve students’ performance and behaviour?
How can Indigenous insights expand and enrich the classroom community and help students develop self-awareness, common understanding, creative expression, and connection to place?
Reference Material
Desautels, L. L. (2021). Connections over compliance: Rewiring our perceptions of discipline. Wyatt-MacKenzie Publishing.
Mentor Feedback
Crystal, Thank you again for your comprehensive and reflective field study and learning statements. This really feels to me like the future of teacher in response to the complexities in our classrooms we need to find a way to calm the village and create a safe and engaging learning opportunity. In addition to Go Zen for social emotional learning, I would also recommend https://www.pbis.org/ to help you create a frame for this work. Positive Behaviour Intervention Strategies website has some research based resources on assessment and implementation of PBIS in classrooms and schools. As always I am looking forward to seeing where this work takes you.
Kelly Kent, November 6, 2023
Field Study Written Submission
Field Study PowerPoint Presentation
Mentor Feedback:
Crystal, Thank you again for your strong commitment to creating a healthy and welcoming learning environment. Your field study is comprehensive and at the same time balances Indigenous (7 sacred teachings) and social emotional learning. Your use of easy to remember mnemonics (5 P'S) creates an inclusive foundation for developing organization skills and efficacy. The routines you have created, such as regular class meetings where you set intentions and take time to reflect with your age grouping best practice through creating opportunities for student leadership are key. I think engaging parents through individual communications is very helpful and demonstrates your keen awareness of the collective responsibility of learning. This is such a valuable and inspiring study. I really admire your determination, even with a challenging class, you are constantly striving to provide the best foundation for your classroom learners. Wishing you a wonderful and much deserved winter break. I look forward to seeing you in the new year.
Kelly Kent, Dec 22, 2023