Abstract/Notes: This project explores the importance of teaching and studying poetry in a lower elementary Montessori classroom. The purpose of the project is to examine students’ interest and involvement in reading, writing and memorizing poetry and gaining better insight into students’ knowledge and attitudes to this literature genre. The researcher compared involvement and interests of 20 students in one private elementary school in the Midwest. Both small-scale qualitative and quantitative data were collected, during an action research study that lasted seven weeks. The survey results were very promising about studying poetry on a lower elementary level and the rise of interest in this literature genre as well as the evidence offered by student work samples. In just a few weeks, the students’ attitudes and knowledge, and production of poetry significantly increased.

Language: English

Published: River Falls, Wisconsin, 2022

Language: English

ISSN: 1522-9734

Language: English

Published: St. Paul, Minnesota, 2015

Abstract/Notes: The intent of this action research project was to determine to what extent the Montessori Mathematics curriculum support lower elementary students’ understanding of length measurement. The research took place in a private Montessori school classroom with first and second-grade students. There were 22 students in the class, 11 first graders, and 11 second-graders. Data was collected through a pre and post-test, field notes, and observations. The students also kept a journal and performed self-assessments. Photographs were taken to record the students’ use of different measurement tools. Children’s literature about length measurement was read and discussed with the students. The data indicated that students in first and second grade have a difficult time understanding length measurement, particularly reading standard measurement tools. While the Montessori mathematics curriculum supports student understanding of length measurement, it is clear that some of the students need to have other opportunities using nonstandard tools. Overall, the Montessori mathematics curriculum supported students understanding of length measurement. The findings suggest that additional materials need to be introduced in the classroom for students to utilize, and many opportunities are available to measure with nonstandard tools to completely understand measurement and length.

Language: English

Published: St. Paul, Minnesota, 2015

Abstract/Notes: The following research assesses how daily singing and music in an elementary classroom impacted the sense of community, care of materials and cooperation during clean up time. This study involved daily singing of a set of songs with lyrical themes of cooperation and unity, and then playing of recorded versions of the same songs during clean up time. The eight-week study involved 16 participants between the ages of 6 and 9 at a private school in Minnesota. Each individual completed a pre and post-survey. During clean up time, observations of helpful behaviors were recorded, and any relevant quotations noted. Results of the surveys showed an increase in student enjoyment of group singing, and in the understanding of the terms “cooperation” and “community.” There was also an increase in observed helpful behaviors throughout the intervention, particularly in material care. Results show that daily group singing has a positive affect on building community, and increases cooperation levels while caring for materials. Further research may include using group singing to teach other topics such as environmental care, racial equality or academic subject matter.

Language: English

Published: St. Paul, Minnesota, 2016

Abstract/Notes: This study was designed to determine the effect of weekly student-led conferences (both at-home and at-school) on goal setting, goal fulfillment, effort, achievement, intrinsic motivation, and satisfaction. One teacher, eight Montessori third-year lower elementary students, and eight parents participated in the study for six weeks. Baseline data on goal setting and fulfillment was collected and analyzed. Guiding questions designed to encourage and support the students formed the content of the conferences. Pre- and post-intervention surveys were administered. The results showed that while the intervention did not help the students set and fulfill greater quantities of goals, it did have a positive effect on the prioritizing of academic and project-based goals. Communication and relationships between parties also increased, resulting in greater adult awareness of student success and challenge, as well as more supportive adult behavior. Continued research could involve a modified home and school conference format for all lower elementary students.

Language: English

Published: St. Paul, Minnesota, 2017

Abstract/Notes: The purpose of this action research was to determine the effect of a variety of mindfulness activities and exercises on self-regulation. Twenty-eight students from a lower elementary class of first, second, and third graders in a public Montessori school participated in the study. Data was collected over a period of six weeks using an on task behavior tally sheet, productivity scoring rubric, observational notes, behavior logs, self-assessments, student feedback, and an auditory following directions matrix. Results show a promising association between mindfulness and self-regulation. All students enjoyed partaking in mindfulness and reported positive associations with the intervention and showed increases in multiple measures. Improvements were observed in productivity, behavior, listening and following directions, and focus to include a decrease in the amount of disruptive behaviors. The data shows that mindfulness can be integrated into the classroom to assist students socially, emotionally and academically. Further research should be conducted to validate these results.

Language: English

Published: St. Paul, Minnesota, 2018

Abstract/Notes: This action research investigated how integrating practical life exercises and self-regulation lessons could foster emotion regulation in lower elementary children. Twenty First and Second grade students in a public Montessori school participated in this four-week study. Quantitative data tools included students’ feelings self assessments, parent questionnaire, feelings check-in, and tallies of student behavior. Qualitative tools included students’ feeling journals, my observation journal, and children’s practical life reflection. Data analysis indicated that teaching children to identify their feelings and offering choices of calm down activities in the practical life area gave children the tools to recalibrate themselves. By the end of the study, an increasing number of children checked in daily as feeling happy, calm, and focused. Introducing social emotional lessons in September alongside classroom rules, routines, and expectations along with calm down tools equips children with a preventative rather than remedial repertoire of tools to emotionally regulate themselves to be successful learners for life.

Language: English

Published: St. Paul, Minnesota, 2021

Abstract/Notes: The purpose of this action research project was to explore what effects one-on-one coaching would have on whole class transition times. The transitions in question were in a class of first through third graders moving from the period of class-time consisting of individual or small-group work choices to the whole class gathering in order to move on to the next activity, such as circle time in preparation for lining up to head to another part of the school building for Specials classes or lunch or to recess. Mostly this consisted of cleaning up the classroom and gathering as a whole group at circle time. Individually coaching the teacher in implementing specific techniques from No-Nonsense Nurturing® (NNN) online training platform could affect the quality and length of time of identified whole class transitions. Coaching techniques consisted of one-on-one meetings between coach and teacher for identifying through observation, learning through online training and coaching conversations, and planning improvements with the coach as partner. The data collection utilized pre- and postintervention questionnaires, daily time tracker tally sheets, daily phrase tracker tally sheets, and weekly discussion questionnaires. Participation in the coaching cycle was found to improve the teacher’s understanding of NNN as a tool to increase the teacher-student relationships. This, in turn, increases efficiency in whole-class transition times.

Language: English

Published: St. Paul, Minnesota, 2020

Abstract/Notes: This investigation explored if and how direct instruction on goal-setting and working toward a goal over a four-week period impacted the number of activities students independently completed in class. The amount of math and language work completed and the way the participants felt about their ability to manage their time and goals were measured and evaluated. The study took place at a diverse elementary school in the Midwest. The classroom involved is the only Montessori lower elementary classroom in the district. The 26 students were ages 6-9 at the time of the study. Students were taught how to set a goal and work toward that goal. They also planned for challenges and how to overcome those challenges. Students checked in with their teacher and peers daily to reflect and report how focused they were in regards to achieving the goal they set. Students were observed, data was collected about the type and amount of work completed, students were rated by a peer accountability partner daily, and students completed a pre and post-self-assessment about setting goals and how competent they felt in doing so. The results of the study showed that while the amount of work did not increase, students reported feeling more confident in their ability to set goals and use strategies to stay on task and on-task behavior increased. Direct instruction in goal setting enabled students to feel more confident in selecting a goal and working toward it. They gained tools for staying focused during work times. They were able to use these tools to be on task more frequently than before the intervention. Teachers may want to choose to include direct goal setting in their practice. Further studies may want to track data for a longer period of time to see if work output also would increase.

Language: English

Published: St. Paul, Minnesota, 2020