Date of Award

12-2023

Document Type

Action Research Project

Degree Name

Master of Arts in Education

Department

Education, Montessori

First Advisor

Mandy Perna

Department/School

Education, Montessori Early Childhood

Abstract

The inspiration for this project came as a response to the observations made by a lower elementary Montessori guide in a post-COVID classroom. It aimed to see how direct instruction of virtues affected students’ independent conflict resolution skills. This project lasted six weeks in a first through third-grade classroom of 22 students in an urban school. The guide introduced a new value each week through a read-aloud and a value affirmation. Students then had the remainder of the week to journal their thoughts on the virtue prompt of the week. The guide monitored student conflict using a tally sheet, marking when students had a conflict and whether they independently resolved their conflict or required adult assistance. Additionally, the guide created anecdotal notes while observing student conflict resolutions. By the end of the six-week study, the data showed evidence of student independence growth. The researcher concluded a longer study could present clearer evidence of virtue in everyday conflict resolution.

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