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Master's Thesis (Action Research Report)

Increasing Student Motivation in a Foreign Language Classroom Through Mindfulness

Available from: St. Catherine University

Action research

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Abstract/Notes: The purpose of this study was to explore how mindfulness practices help increase motivation in high school students in a foreign language classroom. This study was conducted at a small school in an urban area in Texas. Nineteen students between the ninth and tenth grades were the participants in this research. The data collection included a pre and post motivational questionnaire that helped identify how motivated the students felt in the classroom. Data was collected on each participant through weekly self-assessments. The results of this action research showed that the implementation of mindfulness practices helped to increase the motivation of the students in the high school Spanish class. The action research project was conducted at the beginning of the second semester of the school year with a duration of four weeks.

Language: English

Published: St. Paul, Minnesota, 2020

Article

[Suggestions for the Classroom]

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1977, no. 1

Pages: 21–22

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Language: English

ISSN: 0519-0959

Master's Thesis (Action Research Report)

The Effects of Teacher-Centered Coaching on Whole-Class Transitions in a Montessori Lower Elementary Classroom

Available from: St. Catherine University

Action research, Lower elementary, Montessori method of education

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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

Article

Question and Answer: Observation in the Elementary Classroom

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2008, no. 2

Pages: 59–63

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Abstract/Notes: An article filled with suggestions on how to develop observation habits in the elementary classroom.

Language: English

ISSN: 0519-0959

Article

Creating a sense of excitement, imagination and wonder in the elementary Montessori classroom

Publication: Montessori Leadership

Pages: 11-13

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Language: English

Article

Classroom Management

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1987, no. 2/3

Pages: 2–6

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Language: English

ISSN: 0519-0959

Article

Courier Classroom–Mime

Publication: LM Courier

Pages: 4–5

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Abstract/Notes: Includes sidebar lesson plan

Language: English

Master's Thesis (Action Research Report)

The Effects of Goal Setting on Student Work Completion in a Lower Elementary Montessori Classroom

Available from: St. Catherine University

Action research, Americas, Goal setting, Lower elementary, Montessori method of education, North America, Public Montessori, United States of America

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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

Article

Integrating Songs and Activities to Make Peace in the Classroom

Publication: Montessori Leadership

Pages: 22–23

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Language: English

Article

Student Faculty Ratio in the Montessori Classroom

Publication: Montessori Leadership

Pages: 26-28

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Language: English

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