Behavior Problems in the Classroom:
Can Character Education Improve It?
ED 712.22
Jacqueline Holzer
Professor O’Connor-Petruso
Spring 2010
Table of Contents
Abstract............................................................................................................................ii
Introduction......................................................................................................................3
Statement of the Problem.....................................................................................4
Review of Literature............................................................................................4-13
Statement of the Hypothesis................................................................................14
Method
Participants..........................................................................................................14
Instrument(s).......................................................................................................14
Experimental Design...........................................................................................15
Procedure.............................................................................................................15
Results..............................................................................................................................15
Discussion........................................................................................................................15
Implications......................................................................................................................16
References........................................................................................................................16-18
Appendices........................................................................................................................19
Abstract
Introduction
Behavioral problems have been a constant in the school environment for centuries.
Recently, as the disruptiveness is impeding the learning and safety within the school
environment the problem has begun to receive more attention. The lack of discipline encourages
students to act out with little or no fear of consequences. The following reading will discuss
research based on the concern of behavioral problems and theorist views on children’s
developmental stages. It will illustrate some of the current instructional strategies, along with
those from researchers’ implementation of character education and improving student behavior.
Statement of Problem
The lack of positive character being effectively enforced within the school, and mostly
absent in the home, the school environment is becoming challenged. On a regular basis teachers
are forced to deal with disruptive behavior in the classrooms that takes away from their teaching
time. Some students may not be aware of why they are behaving a certain way, while others are
fully aware of their actions but choose not to care. Children need guidance and with Character
Education they are introduced to concepts such as moral, respect and integrity. The researcher
believes through character education students will grow into mature and respectful individuals,
thinking about their actions before hand and have the ability to resolve problems in an
appropriate manner.
“Citizens are realizing that a society cannot operate unless its citizens follow certain
moral principals, and schools are realizing that without character education, which can help
establish a good learning environment, education itself may not be effective” (Davis, 2006,p.8).
Review of Related Literature
When analyzing the behavior concern within schools many researchers agreed that
discipline is not a new issue, it has been an on going problem for centuries. Public Agenda
conducted a survey in which 97% of teachers agreed that schools need discipline and behavior to
grow (Public Agenda, 2004). Children quickly become influenced by negative atmosphere that
surrounds them. “Gradually students come to feel no moral discredit in rule violation and grow
unresponsive to discipline.”(Goodman, 2007, p.4) Although teachers enforce classroom rules and
other disciplinary approaches, as Goodman stated, “explicit rules, clear authority, proportionate
sanctions, administered equitably, and group participation are important but
insufficient.”(Goodman, 2007, p.5).
In order for positive behavior to be effective the students have to think twice before
acting out or repeating the disruptive or similar behaviors. The introduction of character
education is beneficial to all parties involved; as educators we learn more about our students and
the students are giving the information needed to develop character and morals. Children see
their surrounding world and develop their character based on what they see and what they are
taught. Rynders (2006) supports this belief by stating “we have choices in our lives, and we
make those choices based upon what we know.”(Rynders, 2006, p.215). In agreement with
Rynders, author Brannon (2008) argues, “children’s beliefs about what is right and wrong
traditionally have been strongly influenced by their families” (Brannon, 2008, p.62). With that in
mind, educators should feel compelled to look out for their students’ best interest, steering them
in the appropriate direction.
Pros
Through character education students are not only developing their character, they are
also discovering skills and qualities about themselves that were always there (Rynders, 2006,
p.217). Looking at the behavioral trends taking place in our schools McArthur (2002) believes
“when teachers stress social skills in the classroom and create a climate of cooperating and
respect for others, there are fewer discipline problems and less negative behavior” (McArthur,
2002,p.183). Developing character is not just to improve the school environment and behavioral
problems, but by teaching students’ character and morals we are preparing them for life after
school, better known as the “real world”.
“Moral responsiveness is as much a preparation for civic life as Math and English, and
just as sorely needed. It is the social “glue” that binds individuals to a collective society and the
substrate supporting our social institutions” (Goodman, 2007, p.20).
“Students who exhibit prosocial skills are more considerate and sociable, display higher levels
of language and development, are more competent in performing cognitive tasks, and overall,
behave more appropriately in school”(Gable, Hester,P.,Hester,L.,Hendrickson, 2005, p.41). By
teaching students how to handle and address a potential problematic situation they are able to
better control their lives. McArthur (2002) agrees, claiming “when teachers stress social skills in
the classroom and create a climate of cooperation and respect for others, there are fewer
discipline problems and less negative behavior” (p.183). We have the opportunity to make sure
children “receive consistent messages about the value of good character” (Brannon 2008). Along
side Brannon is William Bennett, who was quoted saying “if we want our children to possess the
traits of character we most admire, we need to teach them what those traits are” (Milson &
Mehlig, 2002, p.1)
Within the Peaceable Magnet School, the staff created a “peaceable school initiative.”
The students became actively involved in activities such as creating peace colors, logos, peace
thoughts and creating a peace chain from kindness links. As a result the teachers and staff saw a
difference in attitudes and behaviors in students as they discussed and explored peace (Celia &
Anstine, 1999). Milson and Mehlig (2002) conclude that “A teacher who is motivated and
persistent regarding character education is likely to believe in his or how own ability to build
students’ character and the ability of teachers in general to overcome negative influences outside
of the classroom.” (Milson & Mehlihg, 2002, p. 48).
In agreement with Milson and Mehlig (2002), Varnham (2005b) believes that “schools have a
unique opportunity to not only teach democratic principals and values, but also reinforce and
demonstrate that teaching by their practices and procedures” (Varnham, 2005b, p.2).
Con’s
While many researchers and authors agree with implementing character education to
improve student behavior, there are those who find its faults. Bulach (2002) alleges that “The
citizens of some school systems have objected to this process because the desired character traits
are often in the eyes of the beholder, that is, one community may emphasize character traits that
are not valued by citizens of another community” (Bulach, 2002, p.79). Davis (2003) agrees that
character education teaches students to do the right thing for the wrong reason. He recommends
instilling in students to do the right thing for the right reason, be modest and be careful (p.49).
Many researches believe character education should be taught from the beginning; However,
Milliren and Messer (2009) disagree. They argue that “we cannot force the issue of character
development. We can only reinforce the appropriate components of character when we have an
opportunity to observe them in action” (Milliren and Messer, 2009,p. 30).
Prior Research
A study was conducted by Brannon (2008), interviewing National Board Certified
Teachers (NBCT) in the state is Illinois. Within this study the teachers being interviewed
expressed their concern with finding time to teach character education. Since implementing it the
interviewee’s saw positive results stating “students’ learning and demonstration of positive
behaviors has improved.” (Brannon, 2008).
Although there is no real strong data on character education, “effective strategies in
character education have increased” (Winton, 2008, p. 307). Skaggs and Bodenhorn(2006) have
both stated that “character education, while widely implemented in schools nationwide, have not
been widely researched using comparative studies” (Skaggs & Bodenhorn 2006, p.1). Although
there is limited data on the subject, Winton (2008) continued to argue, “advocates claim that
character education can improve students, schools, and society” (Winton, 2008, p.307).
Instructional Strategies
A variety of researchers have introduced different character curriculums in an effort to
improve the negative behavior. A NBCT interviewee was quoted stating “if we want students to
practice good character traits at school, we must teach students what is acceptable versus
unacceptable behavior” (Brannon, 2008). Instructional strategies that were implemented
throughout the schools being surveyed were taught through modeling, discussion, role-playing
activities and cooperative learning. There was also a focus on the notion that these strategies
should be practiced at home in addition to the classroom, mainly because adults in a child’s life,
whether it be a teacher or a family member serve as role models for children.
Rynders (2006) and Barton, Richard and Wenglinsky (1998) address an instructional
method called “Character Counts!”, developed by the Josephson Institute of Ethics. “If students
internalize the right values, and their actions are informed by those values, they will become
responsible citizens in the school hall and school room, as they will in the community as a
whole” (Barton et al., 1998, p. 35). Within this program the six pillars of character are presented:
trustworthiness, respect, responsibility, fairness, caring, and citizenship. According to the
“Character Counts!” website, a school in Montcalm County, Michigan has seen a decline in
discipline referrals over two years (Rynders, 2006, p.216). Once students learn about character
and how to develop it within, they want to become better individuals (Rynders, 2006,p 216).
A program that has proven to be a success in New York Middle School is PRIDE. This
program was developed to “address both moral and performance character concerns” (ButlerBanks, 2010, p.18). Mondays consist of planning for success by setting goals for the week.
Tuesday is devoted to reading. Wednesday is improving your grades day, where teachers and
students work in structured study halls. Thursday is developing your character day, where
students focus on character traits through activities. Friday’s are enjoy your day through music,
group meals etc. Decreasing discipline referrals, students must complete a reflection sheet
identifying which responsibility they violated and how they will handle the situation in the future
(Butler-banks, 2010, p.19).
Though the overall intention of character education is to build character and morals, we
want the students to be part of a safe and nurturing environment. Another strategy that reflects
positive character is “Alternative Dispute Resolution.” Varnham (2005a) views this strategy as
one where disputes are resolved by “negotiation and mediation” (Varnham, 2005a, p. 89). Peer
meditation is a positive approach to solving problems. Students act as the mediators in disputes
with other students. The difference between this strategy and the common disciplinary approach
is that peer mediation allows students to work out their differences and work towards a solution.
As described by Varnham (2005a), successful peer mediation programs can offer students to see
the positive of a conflict, provide structure for students to handle conflicts, teach responsibility,
develop life skills, promote understanding and sensitivity to other individual needs, increase
student interest, promote a higher level of citizenship, build a better school environment, reduce
discipline referrals and increase teaching time (Varnham, 2005a,p. 90).
Winton (2008) reviews two programs, “Character Matters! and the CEP”. The goals of
these programs are to achieve behavioral changes through character education. “Their academic,
interpersonal, social and civic behaviors are all identified as problematic” (Winton, 2008, p.
309). As a result of these programs, they both assure parents a safer school environment will
produce through the practice of “Character Matters! and the CEP.” Tolerance, respect, caring and
love for one another is practiced, taught and learned. Along with implementing practices, school
staff is required to model the values as well. Strategies suggested for success within these two
programs are to include stories, posters, announcements, community signs, assemblies and a
monthly focus on individual attributes. “Character Matters! and the CEP” also support the use of
rewards to acknowledge demonstrations of character (Winton, 2008,p.311). Similar to this is the
“Grimm Approach”. The Grimm brothers have written many popular fairy tale stories, all of
which include “moral law and general types of human experiences” (Bryan, 2005). By using
familiar literature to teach character students are presented with a variety of character traits. With
literacy being a priority in the classroom, we should read books that students are familiar with
and can learn more than one lesson from. Along with the literature approach is the social studies
approach to teaching character education. Sanchez (2006) relates social studies to the character
in everyone. He believes social studies can teach character through story telling. Within these
stories students are exposed to how women and men of our history were faced with difficult and
challenging situations and how they overcame it through truth, integrity, honesty and loyalty. By
exposing students to this we are encouraging them to make personal connections and think about
the choices made (Sanchez, 2006). In agreement with Sanchez, Ellenwood (2006) believes that
convincing students that interesting people think about values in difficult situations is a vital first
step in developing a student’s ability to judge (Ellenwood, 2006, p.18)
Judicious Discipline supports “respectful and safe classroom environments” (Landau &
Gathercoal, 2000). Within Judicious Discipline, researchers focused on using “the language of
citizenship rights and responsibilities into class meeting to teach positive goal setting and
peaceful conflict resolution” (Landau & Gathercoal, 2000, p. 450). Once students understand
their rights and responsibility they learn to monitor their own behavior by assessing their actions
of time, place and manner (Landau & Gathercoal, 2000, p.451). Adding to Landau &
Gathercoal,; Celia and Anstine (1999) reviews programs that support discipline and behavior
which are displayed within the Peaceable Magnet School. These programs consist of a discipline
committee, student leaders in the cafeteria who reports to the Assistant Principal, assistance with
students receiving failing grades, and an in-school suspension program with a curriculum
focused on decision making and manners, and parent shadowing (Celia & Anstine, 1999).
With all the curriculum available on character education the goal, as Davis (2006) clearly
stated is “to help young people understand, care about and act upon core ethical values.” (Davis,
2006, p.7).
Theorist
Maria Montessori, Lawrence Kohlberg, Dr.Thomas Linkona , and Abraham Maslow all
agree that character education is valuable. Maslow created the hierarchy of basic needs, which
includes the need of the individual to fulfill physiological requirements, need to safeguard one’s
existence, the need to build personal affiliations, the need to find self-esteem and the need for
self-actualization or personal fulfillment (Smith, 2001, p.2). Maria Montessori believed that
“character education was of equal if not greater consequence than learning to read, write and do
numbers” (Vardin, 2003). Both Montessori and Kohlberg conclude that children develop
character by exploring and making free choices. Summing up Kohlberg’s theory, Six Stages of
Moral Development, Brimi (2009) states “instead of telling kids how to act, teachers would have
to rely on the students to discover how to act” (Brimi, 2009, p.128). In agreement with Brannon
(2008), Kohlberg agrees that role playing and a democratic environment can be beneficial to
moral development (Davis, 2003). In agreement with Kohlberg, Montessori believed that “the
undisciplined child enters into discipline by working in the company of others, not by being told
that he is naughty” (Vardin, 2003).
Dr. Linkona developed the “Eleven Principals of Character Education Effectiveness”
(Bulach, 2002 p. 81). Within these eleven principals the following is suggested to strengthen
character education in the classrooms; core ethical values, cognitive, emotional and behavioral
aspects of moral life, comprehension and proactive, caring community, moral action
responsibilities, a meaningful and challenging curriculum, teachers, staff and administration
share responsibility, moral leadership, and evaluation of character (Vardin, 2003).
Statement of Hypothesis
HR1: By implementing character education in P.S X, twice a week over a six week period, a
positive and safe environment will occur, resulting in a decrease of behavioral problems.
This hypothesis will be tested through classroom observations, read aloud’s, class discussions,
activities, discipline referrals, and completed surveys.
Method
Participants
The researcher selected two second grade common branch classrooms at PS.X to conduct
the action research. PS X is located in Brooklyn, NY. Both classrooms have a total of 24
students. Each classroom has behavioral concerns.
The independent variable to be utilized will be that in the first classroom the teacher will
implement a character education curriculum twice a week, over a six week period. The
instruction will be completed as the first lesson of the day, before academic instruction begins.
Within the instruction will be a read aloud, discussion and activities.
Instruments
There will be three surveys distributed. The initial survey will be completed by the family
member and school staff prior to beginning to action research. It will be scored by strongly agree
to strongly disagree and will assess how the adult in the students’ lives address problematic
behavior and the ability to model good character.
The second survey will be completed by students in classroom 1 and 2 prior to the action
research. The questions will be similar to the first survey but the students will evaluate their
practices with good character. It will be scored by strongly agree to strongly disagree and will
assess the type of individual each student is.
The third survey will be completed by the students in classroom 1 where character
education has been implemented. The survey will be completed at the end of the six week action
research. It will assess the students’ thoughts on character education and assess themselves as
participant of good character.
Experimental Design
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Procedure
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Results
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Discussion
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Implications
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References
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and Student Achievement. Policy Information Center: Research Division. Princeton, NJ:
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APPENDICES
Appendix A
Appendix A:
Consent Form
Dear Parent/ Guardian,
My name is Jacqueline Holzer and I am currently a graduate student at Brooklyn College.
I am conducting a research for my thesis class on Character Education. In order to conduct this
research I am seeking permission to include you and your child in my study. If you chose to
participate I will ask you and your child to complete surveys throughout the research. Your child
will participate in class discussions and activities pertaining to character education.
All information will be kept confidential and student identify along with school
information will remain anonymous.
--------------------------------------------------------------------------------------------------------------------Please Sign and Return
Child’s name______________________________________________
( ) I give my child permission to participate in this anonymous research study.
( ) I do not give my child permission to participate in this anonymous research study.
Parent/Guardian signature-________________________________
Date____________