Challenges of Data Collection

One thing has been a challenge in my class of 33 is making sure that I am collecting data and providing feedback as often as possible and providing consistency for all of my students.  I feel overall that in the classroom I have been most successful during whole group and while monitoring students.  I created coupons to help giving specific feedback and I have a checklist for when students "clip up" that I keep on a clipboard.  The times when it has been most difficult (and where I have seen the least amount of change in student behavior) is during small group and recess.  There are two times where it is difficult stop and provide feedback to students.  I found an article awhile back that I recently was reading over again, that gave me a few ideas on ways to improve this process.  The article is called Effects of Classwide Positive Peer ‘‘Tootling’’ to Reduce the Disruptive Classroom Behaviors of Elementary Students with and without Disabilities by D. Cihak, E. Kirk, and R. Boon.  The article refers to something they call "tootling."  Tootling is similar to tattling, however, rather than students bringing negative behaviors to light, they are focusing on and sharing positive behaviors.  What this article helped me to see is that in the future, if I find positive feedback to be helpful, it may be possible to help teach the students to help give the positive feedback.  The purpose of PBIS is to help improve the school climate and students "tootling" or complementing each other, I would imagine would help to increase this positive culture.  I also think that students looking for and commenting on others' positive behaviors may help them to reflect on their own behavior.  This article just provided me with a little food for thought as I look forward to next year and how to use my data.  This may also be another possible future action research project!

Cihak, D., Kirk, E., & Boon, R. (2009). Effects of classwide positive peer “tootling” to reduce the disruptive classroom behaviors of elementary students with and without disabilities. Journal of Behavioral Education, 18, 267-278.