Date of Award
12-2019
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education, Montessori
First Advisor
Syneva Barrett
Department/School
Montessori Elementary Education, Elementary Education
Abstract
The purpose of this research was to examine the effects of Tootling without external rewards on negative behaviors during whole-class lessons in a Montessori lower elementary classroom. Twenty-four students, ranging from six to nine-years-of-age, including five who received outside assistance, were the subjects of this study. The students participated in a self-assessment pre- and post-intervention. The researcher gave lessons on whole-class lesson etiquette, the importance of being a supportive community, and how to report their classmates’ positive behaviors after whole-class lessons using Tootles. The results suggested Tootling without external rewards had minimal positive effect on students’ negative behaviors during whole-class lessons. A slight increase occurred in students’ positive opinions about their own and their peers’ behaviors during whole-class lessons. Limitations, directions for future study, and implications are discussed.
Recommended Citation
Goss, Anita Lynette. (2019). The Effects of Tootling Without External Rewards On Whole-Class Lessons in a Lower Elementary Classroom. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/339