Bell's Hill elementary
Growing Confident Math Learners with Positive Affirmations
Primary Researchers
Riley Godwin, Intern, Baylor University
Jennifer Garza, Mentor Teacher, Bells Hill Elementary School, Waco ISD
Lisa Plemons, M.Ed, Intern Supervisor, Baylor University
Rationale/Introduction
In a third-grade classroom, it was observed that three male and three female students from a low socio-economic background performed lower in mathematics. These students also lack confidence in their mathematical abilities. I sought to encourage a positive change in mindset, leading to higher performance, by implementing daily mathematics-based value affirmations. It has been found that “replacing a negative mindset with positivity can diminish anxiety and frustration in our students and help them to find success in their work and in themselves” (Fletcher 2021). Research was conducted in the classroom and baseline data was collected through a pre and post self-efficacy survey, daily anecdotal notes, and weekly assessments.
Question/Wondering
In what ways could the addition of stating six mathematics-focused affirmations prior to math lessons affect six lower-performing male and female 3rd grade students’ performance in mathematics?
Methodology/Results
In recent years there has been an increase in the interest of positive affirmations and how they may affect student performance in the classroom. Implementing positive affirmations in a classroom has shown to positively impact students in many studies and supports a classroom environment that fosters perseverance, self-reflection, and positivity (Tulsian 2022). I decided to look into how stating mathematics focused affirmations might affect student performance in hopes to find that the implementation of affirmations might lead to increased feelings of self worth and higher performance in this subject area. In order to research this idea among my own students, I implemented mathematics focused values affirmations prior to teaching math lessons daily during three weeks of data collection.
Students stated six different affirmations at the beginning of the math lesson each day. The affirmations were as follows, “I am a capable math learner! I am a creative problem solver! I am developing a love for math! I can do hard things! I will always make an exceptional effort! I am a mathematician!” After stating the affirmations aloud, we would move on with the lesson. Each day I observed three males and three females in my third grade class. These students are all eight or nine years old and are the lower performing students in the class in this subject area. Data was collected using three different methods. The use of different approaches allowed me to get a more accurate idea on the effects of implementing affirmations. First, I took daily anecdotal notes over student behaviors and comments throughout the lesson. This qualitative data helped me to see if there was a shift in attitude or mindset throughout the data collection period. The second assessment type I used was a self-efficacy survey completed before implementing affirmations, and completed again the week after data collection had ended. This survey asked students ten questions about their perception of themselves as a student and as a mathematician. Their first and second responses were compared to see if there was any change in how they feel about themselves and their own abilities. I also collected quantitative data through a pre and post assessment over the unit, as well as through weekly assessments, to see how students performed throughout the unit. At the conclusion of data collection, I analyzed the results of the study to see if the intervention of affirmations had a positive effect on students.
The results of the study showed that the implementation of affirmations before math lessons did lead to improved scores and feelings of self-worth. This is evident through the drastic changes seen in the pre and post assessment, high weekly assessment averages, and the positive growth on the self-efficacy survey. The class average on the pre-assessment for this unit was 43.3%. Students had already been taught some skills on the pre-assessment before it was administered. The class average on the post assessment was 87.6%. The unit was challenging for my students, but the vast improvement in scores supports that the addition of affirmations led to more confident students who were able to perform well. Of the six students that I closely monitored, every student improved their score by 40 or more points. These students typically score low on assessments, but scored in the same region as the high scoring students in the class on this particular assessment. This group also performed well on the weekly assessments, and averages for these assessments were higher than in past units. Growth was also seen in the self-efficacy survey. Students were scored on how positively they viewed themselves as a mathematician. The majority of students scored higher on the survey taken at the end of the unit than they did on the original survey. This shows that over the course of the three weeks, students had changed their ideas and perceptions about themselves as mathematicians. They now had greater feelings of self-worth and thought more positively about math. The change in this area was less drastic, but positive growth was still evident. The final piece of data that I analyzed was the anecdotal notes that were taken over the course of the unit. Through these daily observations it was clear that each student observed had an increase in feelings of positivity. I made note of students’ attitudes daily, and it was clear that their attitudes improved over time. Students also began to make positive comments about themselves, show more interest in the content, and overall seemed to increase their confidence levels. These anecdotal notes allowed me to notice changes in behavior, mood, and performance over the course of the three weeks. The changes that I noticed were mainly positive. Analyzing all of my observations led me to believe that the implementation of these affirmations led to higher performance and increased feelings of self-worth.
Implications/Recommendations
Based on my findings, I would recommend the use of values affirmations in classrooms. Throughout my study it was evident that students enjoyed starting every lesson in a positive way, and that the affirmations did lead to improved scores as well as a more positive perception of self. The implementation of this practice seemed to work exceptionally well among students who viewed themselves, or the content, in a negative way. By the end of the three weeks, students who had previously stated that math was “too hard” or “not fun” began to make comments such as “math is getting easy” and “I’m good at this”. The data I collected led me to believe that implementing affirmations does not negatively affect a class in any way. Being able to see a shift in mindset, a more positive self-perception, and increased performance in the content area was eye-opening and exciting. Because of these positive results, I hope to implement similar affirmations in my own classroom. I would recommend affirmations to most teachers, but especially to those who want to see a growth in positivity and positive self-perception from their students.
Reference(s)
Fletcher, J. (2021, February 1). “Using Positive Affirmations in the Classroom” Education to the Core, Retrieved
January 21, 2023.
Tulsian, K. (2022, November 7). “Using Positive Affirmations in the Classroom: Is It Worth
Your Time?” Kirsten's Kaboodle, 14 Mar. Retrieved November 7, 2022.
The Effectiveness of a ‘First-Then’ Board During Academic Work Time
Primary Researchers
Aundrea Lancaster, Intern, Balor University
Dusti Chase, BS Ed, Mentor Teacher, Bell’s Hill Elementary, Waco ISD
Lisa Plemons, MS Ed., Intern Supervisor, Baylor University
Rationale/Introduction
While working with a first-grade male student diagnosed with autism, intellectual disability (ID), and speech impairment in the ASPIRE classroom, I observed him scratching and screaming when he was given an academic task to complete. Using these behaviors to escape non-preferred tasks was a distraction to others and potentially harmful to teachers. I hoped the use of a ‘first-then’ board would teach him that once he completes a task, he could earn a preferred activity or item. This replacement technique would allow him to visualize and monitor his progress in completing tasks to earn something of his choice.
Question/Wondering
How does the use of a ‘first-then’ board impact the escape behavior of a student with Autism during academic work time?
Methodology/Results
This study was conducted with a first-grade male diagnosed with autism, intellectual disability (ID), and speech impairment. Before collecting data, I developed an operational definition of escape behavior during academic work time. Escape behavior is defined as any time the student would scream and/or scratch at the teacher when given an academic task to complete. Since the start of the school year and prior to collecting data, I observed that the student would display escape behavior when he was given an academic task to complete during academic work time. I collected baseline data by observing the student and using frequency data on how many times he displayed escape behavior during academic work time over the span of five school days. The student displaying this behavior during academic work time was at an average of 14 times per day.
Based on the baseline data results and research, I developed an intervention based on the Premack Principle from Applied Behavior Analysis (ABA). The study of “Applications of the Premack Principle: A Review of Literature” (Herrod et al., 2023) explained the Premack Principle where we can positively reinforce students with the use of visuals and rewards. Under the Premack Principle is the principle of a first-then board which is what I implemented to use with my student. I would use various visuals such as a picture of the task given and possible reinforcers (toys, food, break, etc.) to place on the first-then board to present to the student. The first-then board would be presented to the student prior to the task being given and verbally explained that first he completes his work and then he would receive the reinforcer. The first-then board is laid on the table in sight of the student during the entire duration of the academic work time. Once the academic work task is complete, the student would then move the reinforcer to the first box and receive the reinforcer (toy, food, break away from work area, etc.). This process would repeat for each task given with verbal and/or gestural reminders of the visual before and during the academic work time. During the first week data was collected, the student was only shown the break symbol as a reinforcer. During the second week that I collected data, I allowed the student to make the choice on what he wanted to work for (toy, food, break, etc.) to place on the then box on the first-then board. On the first day of the intervention being used, the escape behavior was only displayed five times during the academic work time. Across the next seven school days, the number of times the student displayed escape behavior during academic work time averaged at three times a day. Based on the results of the intervention and previous research that I found, visual schedules that use the first/then approach are helpful to students with disabilities as they can anticipate the order of activities (Meadan, et al., 2011). I analyzed the baseline and intervention data and found that the use of a first-then board decreased the number of times the student engaged in escape behavior during academic work time.
Implications/Recommendations
This study indicated a decrease in the frequency of escape behavior during academic work time when a first-then board was used with the student. The first-then board visuals can be modified for any reinforcer the student may enjoy. A strength of this study was that I was able to incorporate visuals that were previously taught and used in the classroom for the first-then board visuals. Another strength for this study was that I was able to collect data for thirteen continuous school days in which it was able to solve my wondering about my student. However, a weakness of this study was the short length this study was conducted. Intervention data was collected for only eight days, in which if more time was given, I would have slowly faded out the prompts to the student of the first-then board during academic work time. If I were to make changes to this study in the future, I would recommend extending the use of the first-then board in other various settings and by other professionals that work with the student. This study impacts my instructional practices by highlighting how important visual schedules, such as a first-then boards, are for students with disabilities. In my future as a teacher in a special education setting, I will continue to use first-then boards and visuals to help students throughout the day.
Reference(s)
Herrod, J. L., Snyder, S. K., Hart, J. B., Frantz, S. J., & Ayres, K. M. (2023). Applications of the Premack Principle:
A Review of the Literature. Behavior Modification, 47(1), 219–246. https://doi org.ezproxy.baylor.edu/10.1177/01454455221085249
Meadan, Hedda & Ostrosky, Michaelene & Triplett, Brooke & Michna, Amanda & Fettig, Angel. (2011). Using Visual Supports With Young Children With Autism Spectrum Disorder. Teaching Exceptional Children. 43. 10.1177/004005991104300603.
Impacts of Student-Selected Seating on Engagement
Primary Researchers
Haley Moore, Intern, Baylor University
Barry Horst, Mentor Teacher, Bell’s Hill Elementary, Waco ISD
Lisa Plemons, Intern Supervisor, Baylor University
Rationale/Introduction
In my second-grade classroom, many students move around during independent writing time. Their off-task behavior is often a distraction from the completion and performance of writing. Due to this issue, I decided to implement seating options for the students to allow them to move freely around the classroom. Students can choose where they will learn best when given different seating options during writing. This allows students to take ownership of their learning. Out of 17 students, I will focus on two boys and one girl during independent writing time to look for improved engagement and overall writing.
Question/Wondering
In what ways does giving students choices in their seating options for three second-grade students impact engagement during independent writing?
Methodology/Results
Throughout my internship, I noticed that many of my second-grade students struggle with sitting still at their desks in the morning. The morning schedule is intensive and packed with content and few breaks. As an intern, I wanted to discover ways to improve engagement by allowing students the freedom of choice in their seating. The goal was to allow for some movement while the students stayed on task. I focused on collecting qualitative and quantitative data during independent writing because this was when they showed the most difficulty sitting at their desks and staying on task. Writing requires more independent work, and their desks are currently in table groups of four. In addition, there is not much space for writing on their triangular-shaped desks.
This study focuses on three high-performing students, one female and two males, ranging in age from 7 to 8, that had the most difficulty sitting still and staying engaged based on informal observations. All three students are highly capable of high academic success, but being distracted at their desks was one area holding them back. I began my inquiry by collecting data over the course of three weeks. In the first week, the students were allowed to pick a spot around the room; however, they had to remain there for the entirety of their independent writing time. I collected quantitative student data in a format that monitors their engagement daily for ten minutes. The average results for the week showed they were 82% on task and 18% off task when sitting in a spot of their choice. I also collected qualitative data, set goals for their writing, gathered student feedback and wrote where they chose to sit that day. This data was collected in a chart I created. All three students met their writing goals for the week and stated that they enjoyed sitting in a new area. Every day they said that they liked a change in seating, had more space to work, and didn’t have as many distractions. The following week I had the students remain at their desks, and I collected data the same way. The results showed that they were 57% on task and 43% off task. All writing goals were still met, but they stated they were more distracted and didn’t have as much room at their desks. Student 3 mentioned she didn’t mind sitting at her desk because the chair gave her back support, but she still liked the carpet better.
Student engagement was the best during the third and final week of data collection. They had to freedom to move around the room whenever they wanted, and there were no restrictions. The quantitative data displayed 86% on task and 14% off task. At times student three would sit in different areas throughout independent writing time, and she said it was for a change of scenery. The student feedback showed that having complete freedom of choice in seating was their favorite option out of the three weeks. The common reasonings were that they had more space, they were more comfortable, and they had less distraction around them. My results of student-selected seating supported my research on improved engagement.
Implications/Recommendations
According to my data, the implementation of student-selected seating led to increased student engagement and quality of writing. Student feedback showed that the three students favored the freedom of choice over sitting at their desks. One key aspect of accessible seating is having space in the room for students to choose from. I only allowed the students I collected data on to have the freedom of choice. I believe that if the entire class had the opportunity, there wouldn’t have been enough space, or it could have potentially been a disruption. In my future classroom, I want to create different areas of the room with bean bags, a mini couch, a carpet, and other comfortable seating arrangements for students to choose from if space allows it. A key part of my research findings was that only three students got to choose a different “focus spot” around the room during independent work time. This could be implemented by drawing three to five random students to have this ability each day. This allows all students in the classroom the opportunity to have their choice of seating without causing significant distractions. Student-selected seating can be used during independent work time throughout the school day. The data I collected did show a significant increase in engagement with flexible seating, but more importantly, it impacted a positive student experience.
Students need to be comfortable in their learning environment to impact their engagement and academic success in the classroom. This study will impact how I run my future classroom by highlighting the importance of flexible seating. The type of learning space can influence creative thinking, add excitement for both the student and teacher, and enhance teaching and learning experiences. Students can take ownership of their learning by promoting autonomy with flexible seating. During the weeks the students had free seating choice, they never chose to sit at their desks because they loved being able to change their learning environment. As a future educator, I believe that when teachers give students the option to choose where they will learn and work best, they empower the students and teach them how to make decisions that will meet their own needs.
Reference(s)
Cole, K., Schroeder, K., Bataineh, M., & Al-Bataineh, A. (2021, March 31). Flexible seating impact on classroom environment. Turkish Online Journal of Educational Technology - TOJET. Retrieved October 28, 2022, from https://eric.ed.gov/?id=EJ1304613