TEACHER ATTRIBUTES THAT PROMOTE A POSITIVE CLASSROOM ENVIRONMENT by Caleen Ann Jensen A project submitted in partial fulfillment of the requirements for the degree of MASTER OF EDUCATION IN CURRICULUM AND INSTRUCTION WEBER STATE UNIVERSITY Ogden, Utah November 27, 2018 Approved ___________________________________ Peggy J. Saunders, Ph.D. ___________________________________ Jack Mayhew, Ph.D. ___________________________________ Margaret Sanders, M.Ed. TEACHER ATTRIBUTES 2 ACKNOWLEDGEMENTS It is with genuine gratitude that I thank the following individuals for their continuous support, patience, and dedication in aiding me throughout this project. First and foremost, I want to thank my sweet husband, Kyle, for giving me the encouragement to keep moving by reminding me of THE graduation date. Thank you for unselfishly selling some of your most prized possessions, your horses, to pay my tuition. Thank you for always making sure I had a meal to eat after a long day of teaching followed by university classes, and oft times providing me with a snack or a drink before I headed off to university. As the end grew nearer, you insisted on purchasing a computer chair for me that would not cause me pain after hours of typing, because the old one was a piece of crap. Thank you, sweetie, for believing in me and allowing me to chase my crazy dreams, even at my old age. Next, I want to give a huge kudos to my chair, Dr. Saunders. You have been the voice of reason when I couldn’t hear, or when I would get the ‘cart ahead of the horse.’ I don’t know how you juggle everything you do and still manage to have that wonderful countenance that says, “You can do this!” In all of our meetings, you made it all seem manageable and always had a knack for putting the daunting road ahead into a well-planned journey. Thank you for all of the tedious hours you spent reading, editing, providing suggestions, answering my frantic e-mails, and for being there to reassure me it would be all right. Thank you to my graduate committee for your support, time, and willingness to read, edit, and attend meetings for the sake of my masters. Lastly, I want to thank my kids for encouraging me and for listening to my stories about classes, papers, projects, professors, and so forth. Thank you for all of the little things you did to make my life easier. Thank you for graduating from college and being my kids. I am so proud of you. And, thank you mom for watching over me throughout this endeavor. I love you. - Toad TEACHER ATTRIBUTES 3 TABLE OF CONTENTS NATURE OF THE PROBLEM.................................................................................................. 7 Literature Review............................................................................................................ 8 Effective Teacher Characteristics ....................................................................... 8 Teacher Characteristics and Classroom Management ...................................... 13 Creating a Productive Classroom Climate ........................................................ 14 Rules, Routines, and Reinforcers ...................................................................... 16 Rules ..................................................................................................... 16 Routines and Procedures ....................................................................... 18 Reinforcers ............................................................................................ 20 Summary ....................................................................................................................... 21 PURPOSE ................................................................................................................................ 23 METHOD ................................................................................................................................ 24 Setting .......................................................................................................................... 24 Participants .................................................................................................................... 24 Students ............................................................................................................. 24 Observer ............................................................................................................ 26 Self .................................................................................................................... 26 Teaching Philosophy ............................................................................. 27 Researcher Bias ..................................................................................... 27 Instruments .................................................................................................................... 29 Procedures ..................................................................................................................... 31 Data Analysis Plan ........................................................................................................ 32 RESULTS ................................................................................................................................ 34 TEACHER ATTRIBUTES 4 Self-Evaluation Data ..................................................................................................... 34 Reflections .................................................................................................................... 35 Mentor Evaluation ........................................................................................................ 37 Student Survey .............................................................................................................. 39 Student Comments ........................................................................................................ 41 DISCUSSION ........................................................................................................................... 42 Establishing Relationships ............................................................................................ 42 Attributes of the Teacher .............................................................................................. 44 Creating and Maintaining an Effective Learning Environment .................................... 45 Limitations .................................................................................................................... 48 Recommendations ......................................................................................................... 49 Conclusion .................................................................................................................... 49 References ................................................................................................................................ 51 Appendices ............................................................................................................................... 54 Appendix A: Self Evaluation Form ................................................................................ 54 Appendix B: Student Evaluation Form ........................................................................... 57 Appendix C: Consent Forms ........................................................................................... 59 Appendix D: Research Approval Letters ........................................................................ 63 TEACHER ATTRIBUTES 5 List of Tables Table 1. Daily Responses to Self-Evaluation Form ................................................................ 35 Table 2. Responses on Self-Evaluation Form from the Observer ........................................... 38 Table 3. Student Feedback ...................................................................................................... 40 TEACHER ATTRIBUTES 6 Abstract Teachers who personify attributes of caring, respect, and responsiveness in a positive classroom climate have students who are more inclined to follow the set expectations, which reduce the risk of troublesome behavior. This project documented the associations of effective attributes of a teacher and positive relationships. The research questions addressed were (a) How does a veteran teacher at a new school in a new grade establish relationships with their students?; (b) How does a teacher create and maintain an effective learning environment?; and (c) What attributes does a teacher bring to the classroom to affect the classroom environment? A mixed-methods, self-study of research-based procedures designed and executed by the researcher was conducted over a nine-week period. Documentation comprised of a Likert-type self-evaluation, daily self-reflections, three unbiased observer evaluations, and concluded with a one-page Likert-type evaluation completed by students. Students were fourth, fifth, and sixth grade students between the ages of 9 to 12 years old, comprising of 18 males and 11 females. Each student had an individual education program (IEP) in place. The observer was a school district mentor. Consequential analysis revealed that specifically defined attributes of a teacher produced an overall consistently positive learning and physical environment, constructive classroom management, and respectful relationships with her students. Student evaluations revealed parallel results with the category of always being the highest score, with and the observer evaluations reflecting the same results. The research documented how specific attributes resulted in an overall consistently outcome of an effective and engaging classroom environment. Collected data from the teacher, observer, and students verified and validated the research questions. TEACHER ATTRIBUTES 7 NATURE OF THE PROBLEM Students develop positive behavior skills and demonstrate greater engagement in a classroom where the teacher initiates and reciprocates purposeful interactions with their students (Conroy, Sutherland, Snyder, & Marsh, 2008). Teachers who are caring, responsive, and provide their students with individual attention build a trusting teacher-student relationship, which in turn results in students who perform better academically, and exhibit more social confidence with their peers (Thijs, Koomen, & Leij, 2008). When a teacher generates a positive classroom climate, the students will be more inclined to follow the set expectations (MacSuga-Gage, Simonsen, & Briere, 2012). One of the essential responsibilities of a teacher is to create an atmosphere that is conducive to learning because learning cannot happen in a chaotic environment (Barbetta, Norona, & Bicard, 2005). Classroom settings should reflect the students’ learning style and the teacher’s teaching philosophy. “A purposeful classroom arrangement supports, rather than hinders, learning and positive behavior” (Capizzi, 2009, p. 6). Classroom supports such as rules, routines, and reinforcers aid in fostering good classroom management and creates a climate where students know what to expect and are able to function in a positive manner as they are taught (Lester, Allanson, & Notar, 2017). “Good” classroom management means setting boundaries and expectations before incidences occur. Creating a successful classroom environment is enacted by both the teacher and the student (Sprick, 2009). When there is a deficit of purposeful interactions and structure within a classroom, troublesome behaviors may occur. Most often, this outcome is the teacher’s error because the students are not aware of the expectations. They may not know how to exhibit the expected behavior, or they do not realize they are misbehaving. Teachers sometimes unknowingly give TEACHER ATTRIBUTES 8 mixed signals, which cause confusion and frustration for students and may result in more intense behavior to occur (Barbetta et al., 2005; Sprick, 2009). Students who exhibit behavioral problems in the classroom cause teachers to exert more time on classroom management rather than curriculum instruction (Hester, 2002). To be effective, teachers need to continually self-reflect, be willing to modify their classroom climate as necessary, and create a proactive classroom management plan that includes supports such as procedures and rules to ensure a safe and engaging learning environment (Lester et al., 2017). Literature Review The literature review will examine what researchers have found to be the characteristics of effective teachers. How effective teachers recognize the importance of relationships will be identified including the positive and negative impacts they have on students and the students’ behavior. It will explore how effective teachers take a proactive approach in classroom management planning. Finally, it will describe how a classroom can be an engaging learning environment aided by supports such as rules, routines, and reinforcers (Lester et al., 2017). Effective Teacher Characteristics Research pertaining to the subject of effective teachers provides a vast array of definitions. In a case study conducted by Rusu, Laurentiu, and Panaite (2012), 77 university students between the ages of 20–22 were asked to reflect on their K-12 school experiences and write an essay stating what characteristics their ideal teacher would have. Ninety-two percent essays identified that the most important quality for a teacher to possess was human relation skills. The researchers concluded that human relation skills are vital in the teaching profession. Similarly, Gourneau’s study (2005) involved 210 undergraduate students who were asked to write an essay about a teacher who made a positive or negative impression on their lives. The results of this three-year study established five of the most frequently addressed attitudes of TEACHER ATTRIBUTES 9 teachers. The first most prominent teacher attribute was that of demonstrated genuine caring and kindness by sharing emotions, showing a sincere interest in the students, and the ability to have open communication in the classrooms. Teachers who care constantly communicate a climate of support and encouragement (Stronge, 2007). Marzano, Marzano, and Pickering’s (2003) meta-analysis research categorized effective teachers’ characteristics into three functional roles: (a) implementing effective instructional strategies, (b) designing curriculum to facilitate the learning styles of the students, and (c) employing effective classroom management strategies. “The single greatest effect on student achievement is the effectiveness of the teacher” (Wong, Wong, Jondahl, & Ferguson, 2014, p. 298). Teachers are in the classroom to help students realize their worth and their potential (Wong et al., 2014). Effective teachers implement social and emotional curriculum in their classrooms because they are respectable role models for emotional and acceptable social behavior, and they are culturally sensitive and realize others may have dissimilar perspectives than they do as they build relationships with students, parents, and colleagues (Jennings & Greenberg, 2009). Stronge (2007) outlined the results of a 1996 survey of almost 1,000 students who were asked to identify specific characteristics of their favorite teachers. One of the top five characteristics was teachers who spent time with them to help them. Important elements of teacher effectiveness include caring, fairness, respect, and has the ability to relate to students by making positive and caring connections (Stronge, 2007). The commonalities among these characteristics of effective teachers are relationships and learning environment. Even though the purpose and conclusion may vary from study to study, the verbiage encompasses the importance of what makes a teacher effective. Whatever the method, researchers agreed that the more effective the teacher, the more the students will learn (Wong et al., 2014). In the realm of teaching, the word effective has numerous layers and TEACHER ATTRIBUTES 10 implications (Stronge, 2007). For this project the term effective teacher will be defined as “a combination of many factors, including aspects of the teacher’s background and ways of interacting with others, as well as specific teaching practices” (Stronge, 2007, p. 99). A valuable characteristic of an effective teacher is initiating and sustaining relationships with students. “Students remember teachers who care about them by getting to know them as individuals” (Stronge, 2007). Building relationships should be first priority rather than controlling behavior (Marlowe, 2011). In her TEDtalk, Rita Pierson stated “… one of the things that we never discuss, or we rarely discuss is the value and importance of human connections — relationships” (Pierson, 2013, 0:58). First impressions can be strongly positive or occasionally negative. First impressions affect the potential for interaction in the way individuals communicate (Charles, 2000). Building relationships can be time-consuming and sometimes tricky. Sprick (2009) captured the crux of it, “Building a relationship with your students is like being a great tour guide in a foreign country where you cannot speak or read the language and the culture is very different from your own” (p. 416). A teacher has no course guide directing them how to be effective or how to build and maintain relationships. Relationships can be difficult and sometimes arduous, but in Pierson’s (2013) words, “Can we stand to have more relationships? Absolutely” (6:13). Higher student engagement is supported by positive interactions or the teacher-student relationship (Conroy et al., 2008). A constructive approach to initiate positive relationships is by getting to know the students: talking to them and finding out some their interests (Lester et al., 2017). Teacher-student relationships and the quality of those relationships have a significant impact on conduct problems. The influence of teachers affects students by how they relate, teach, and manage the classroom (Jennings & Greenberg, 2009). Teachers’ enthusiasm for what they do has been shown to be an important component in supporting positive relationships with TEACHER ATTRIBUTES 11 students and in motivating them to be better students, whereas less effective teachers may stifle students’ interests in learning (Stronge, 2007). Marzano et al. (2003) found in a meta-analysis of more than 100 studies, teachers who had high-quality relationships with their students over the course of a school year, had 31% fewer behavior problems than teachers who did not. Another important component in supporting positive relationships is when teachers show enthusiasm for what they do (Stronge, 2007). Negative teacher-student interactions can increase conduct problems and impact students’ learning potential (Yoon, 2002). If students feel distant or clash with their teacher’s personality, the teacher may perceive them as an annoyance or problem. Thijs et al. (2008) found “unfavorable relationships may have negative effects in spite of teachers’ attempts to be supportive to children” (p. 257, emphasis in the original). When students misbehave, most teachers tend to take it personally (Barbetta et al., 2005). When this negative interaction occurs, the teacher should not take the misbehavior personally or avoid the student. Some students intentionally misbehave to test the sincerity of the teacher (Sprick, 2009). Students can be very good at making their actions feel personal, which in turn, can cause the teacher to become emotionally upset and lose sight of their teaching objectivity (Barbetta et al., 2005). Negative teacher-student relationships tend to be a risk factor; whereas, positive relationships greatly affect students’ academic performance, social competence, and behavior (Koomen & van der Leij, 2008). Researchers agreed that learning and achievement are directly related to positive social interactions between teachers and students but also increase student self-esteem (Stronge, 2007). “Teacher-student relationships play an important role in students’ overall school adjustment” (Yoon, 2002). Students are drawn to teachers who are effective for them (Stronge, 2007). When students had a positive relationship with their teachers, the more efficacious the TEACHER ATTRIBUTES 12 students felt which then resulted in trying harder in class (Brinkworth, McIntyre, Juaschek & Gehlbach, 2018). Positive teacher-student relationships indicated a strong association with students’ participation. Yoon’s (2002) research included 113 elementary teachers (K-5) and established that when teachers are stressed it affects their attitude about teaching, influences the teacher-student relationship quality, and causes a negative impact on students’ learning and achievement. Negativity impedes engagement, because, as Pierson (2013) said “… kids don’t learn from people they don’t like” (1:49). An effective teacher can circumvent challenging behaviors in the classroom and make it a positive, productive, and fun learning environment (MacSuga-Gage et al., 2012). The active use of interpersonal relationships between the teacher and students can be the means for a change in students’ behaviors. Effective teachers can build a strong rapport with their students that promotes positive behavior strengthened by commitment, modeling, and communication. This rapport also affirms to the students that they are valued. In a relationship-driven classroom, positive behavior is taught by means of the teacher-student relationship and acts as a model for students to learn what a healthy relationship looks like as well as fairness, honesty, rightness, dependability, reasonableness, and caring (Marlowe, 2011). Students are keenly observant and can sense if the teacher is purposeful in the classroom (Lester et al., 2017). They are quick to take notice if the teacher stops potential behavior issues, has eye contact when speaking to students acting inappropriately, and, if the teacher displays a genuine interest in them (Lester et al., 2017). When teachers lack competence in their classroom, it creates a deteriorating climate, which in turn increases troublesome student behaviors. In such circumstances, teachers tend to resort to reactive and excessively punitive responses to their students (Jennings & Greenberg, 2009). Yoon’s (2002) study found that how TEACHER ATTRIBUTES 13 teachers’ perceptions of their ability or lack of ability of handling challenging behaviors had a direct effect on the quality of teacher-student relationships. Teacher Characteristics and Classroom Management Effective classroom managers are teachers who understand and use specific techniques in their classrooms (Marzano et al., 2003). Wong et al. (2014) defined management: Management is the act of managing, supervising, guiding, or caring of an organization, program, or project you have been entrusted with. A teacher is entrusted with managing a classroom as a learning environment, not disciplining a group of students into compliance. (p. 31) Yoon (2002) found that effective teachers possess specific characteristics that enable them to build quality relationships and proactively manage classroom behavior. Characteristics that lend competently to classroom management are: responding to students with empathy, maintaining positive interaction and communication, and possessing an optimistic self-efficacy in behavior management (Yoon, 2002). Teachers who recognize how students’ emotions motivate behaviors can effectively respond to students’ needs, rather than resorting to intimidating and harsh tactics. Effective teachers like these are likely to be more proactive and demonstrate effective classroom management skills. They incorporate enthusiastic verbal support and demonstrate an enjoyment of teaching and learning to manage their students (Jennings & Greenberg, 2009). Building positive teacher-student relationships is confirmation that the teacher is invested in the students and will do everything necessary to help the students succeed. Maintaining positive connections between the teacher and the students is an important component in maintaining good classroom management (Sprick, 2009). Effective teachers know how their interactions affect others and they recognize the emotions of others. They negotiate solutions to TEACHER ATTRIBUTES 14 what could be a conflict situation (Jennings & Greenberg, 2009). Classrooms that are chaotic and disorganized are typically attributed to not having a classroom management plan in place. The downfall of teachers is often the result of not having a plan in place (Wong et al., 2014). Without a management plan in place, students are running the classroom. Effective teachers know how to plan, organize and structure the classroom environment so students can achieve their potential in a productive climate (Wong et al., 2014). Creating a Productive Classroom Climate Classrooms should be places where students can develop socially, academically, and emotionally in a positive way (Hester, 2002). The social environment, physical environment, and teacher management style are all critical components of a classroom environment (Cheng, 1994). An optimal classroom climate can be defined by its low levels of disruptive behavior, smooth transitions, respectful communication, and classroom supports (Jennings & Greenberg, 2009). Even though classrooms in the same school have similar dimensions, each room has its own unique feel. The way a classroom is decorated, the physical placement of furniture, and how the room is arranged, can influence both the teacher’s behavior as well as the students’ behavior (Capizzi, 2009). The physical classroom environment refers to the lighting, spaces, desks, and chairs, which all affect the learning and development of students (Cheng, 1994). Poor physical classroom layout can be the source of either positive or negative student behavior based on how the student feels in their surroundings. Attention to detail should occur when setting up a classroom to ensure the set up will support an array of learning activities (Capizzi, 2009). The functional use of space within a classroom needs to be well planned and designed with students in mind. Students should be able to easily access the materials and equipment they need without feeling the need to rearrange the classroom (Trussell, 2008). Walkways need to be clear to allow TEACHER ATTRIBUTES 15 easy movement in the room and student desks or tables arranged so students can easily see the teacher during instruction. How time is spent in the classroom is also an important factor to consider when planning the layout (Capizzi, 2009). The teacher should be able to walk about the room during instruction and observe without obstacles in the pathway. When the teacher can easily circulate through the room, student behavior is more likely to be less of a problem (Sprick, 2009). Teachers may want designated areas for reading, independent work, group work, and for learning activities (Capizzi, 2009). Thought must be put into each of these spaces and the activities that happen at them within the room. Frequent walkways to retrieve necessary materials need careful planning to eliminate congestion (Stewart, Evans, Witt, & Kaczynski, 1997). A classroom that is set up so students bump into desks or other students’ belongings can create potential behavior problems (Trussell, 2008). Even though teachers generally do not have control over how many students they have in their class, they do have control over how their classroom is arranged (Trussell, 2008). Teachers need to be cognizant of decorations when setting up their classroom. Personal items can add to the theme and climate of a classroom, but décor should be mindfully selected when setting up a classroom (Capizzi, 2009). Effective teachers visualize what is needed to create a constructive classroom setting that is organized and runs smoothly (Stronge, 2007). Teachers use their creativity to craft a classroom that is advantageous for instruction as well as a place for students to socially interact with their peers. “An aesthetically pleasing environment can influence behavior” (Stewart et al., 1997, p. 53). Some teachers become overzealous and generate disarray by overdoing the furnishings in their classroom. Excessive wall décor, too many bright colors, and an over-abundant array of knick-knacks can cause anxiety and overstimulation for some students (Capizzi, 2009). Decorations and furnishings should be kept TEACHER ATTRIBUTES 16 to a minimum and be meaningful to the students as well as the teacher. Just like the artwork displayed on a home refrigerator, part of the décor can be a designated area to show off work completed by the students (Trussell, 2008). Showcasing students’ work throughout the classroom promotes ownership and creates positivity in the classroom community (Lester et al., 2017). However, when teachers decorate every wall without consideration of the students, the students may feel as if they are just visiting the classroom and are not important in the classroom community (Sprick, 2009). Effective teachers maintain a positive attitude, are prepared every day, create a productive classroom environment, and preplan strategies for the ups and downs of each instructional day (Stronge, 2007). “A purposeful classroom design supports, rather than hinders, learning and positive behavior” (Capizzi, 2009, p. 6). Rules, Routines, and Reinforcers Every teacher uses rules, routines, and reinforcers in their classrooms. These supports need to be consistent throughout all settings and can be visual, verbal, or tangible and are used to endorse structure, consistency, engagement, and provide a reference for students (Hester, 2002). Supports create a classroom that promotes positive student behavior and demonstrates good classroom management. “When you have well-organized routines and procedures for your classroom, you model and prompt organized behavior from your students” (Sprick, 2009, p. 63). Rules. Rules are an example of a classroom support and are vital for effective classroom management (Barbetta et al., 2005). Classroom rules should be posted and clearly visible (Trussell, 2008). Expectations for respectable behavior should be well-defined in the classroom and throughout the school (Hester, 2002). Rules can serve as an antecedent technique when implemented properly because students know what is expected of them and what the consequences are for noncompliance (Smith & Misra, 1992). A classroom with unclear rules becomes an environment for problem behaviors (Trussell, 2008). Rules should state what the TEACHER ATTRIBUTES 17 teacher expects the students to do (Sprick, 2009). When a student is told what not to do, it encourages rule breaking (Stewart et al., 1997). After rule compliance, the teacher should praise the individual student or the whole class for following the classroom rules (Stewart et al., 1997). Compliance feedback should be immediate and linked to the expectation. Rules communicate the teachers’ expectations and provide teachers with observable and measurable compliance data (MacSuga-Gage et al., 2012). Rules should be established at the beginning of the school year (Lester et al., 2017). Some teachers opt to involve students in creating classroom rules (Stronge, 2007). Carter and Pool (2012) outlined a four-step process to teach preferred behavior expectations:  Tell the children what the expectation is, what it looks like and why it is important.  Show children what it looks like to display the expectation in the target setting or routine and what it looks like to not meet the expectation.  Create opportunities for children to practice implementing the expectation in the target setting or routine.  Provide feedback to children for both meeting the expectation and not meeting the expectation in a natural context. (p. 318, emphasis in the original). Teachers should inform the students of the logic behind the determined rules and what the consequences will be for breaking the rules as well as the outcomes for following the rules (Stronge, 2007). To reinforce classroom rules, a rules chart should be posted where students can see and review them daily (Stewart et al., 1997). Simplicity of rules depends on the age and ability of the students. Younger students may benefit from a rule chart with pictures (Barbetta et al., 2005). Rules should be exact, short, and kept to three to five rules to make them easier to remember (Capizzi, 2009). TEACHER ATTRIBUTES 18 Routines and procedures. A rule identifies a general expectation or standard, whereas procedures set expectations for specific behaviors (Marzano et al., 2003). Procedures are a repetition of an activity or task and create consistency (Wong et al., 2014). Daily routines and procedures can either generate pandemonium or maintain structure. Teaching procedures for daily routines takes time to set up so they become automatic and can be completed with a cue or minimal explanation (Stronge, 2007). Effective teachers know how to teach routines and procedures to create a classroom that is orderly and efficient. When students know the procedures, it creates an environment conducive for learning (Wong et al., 2014). Teaching procedures may vary depending on the age of the students. For younger students, teachers may choose to talk them through the procedure plan prior to showing a visual presentation. For older students, a hardcopy of written procedures can be distributed as a reference during the presentation. To help students remember the procedures, teachers should post reminders in the classroom (Wong et al., 2014). Wong et al. (2014) identified the procedure for teaching procedures as a three-step process of teach, rehearse, and reinforce. When initially teaching the procedure, teachers need to inform the students what the procedure is, why it is, model it, and then demonstrate the desired procedure. When rehearsing the procedure, teachers oversee and direct the students’ practice of the procedure. Finally, reinforcing the procedure is to “reteach, rehearse, practice, and reinforce the procedure until it becomes a habit—a routine” (Wong et al., 2014, p. 48). Transitions are an example of a routine. Transitions are intervals during the school day where one activity breaks into another activity for example getting ready for group work, reading or working silently, and any physical movement throughout the classroom or school (Lester et al., 2017). A significant amount of time during each school day is spent transitioning from one place or activity to another (Barbetta et al., 2005). Establishing procedures alleviates any guess TEACHER ATTRIBUTES 19 work for daily transitions (Capizzi, 2009). Successful transitions require planning just like lessons require planning. Transition procedures should be taught, practiced and then reviewed throughout the school year to maintain a clear understanding of teacher expectations (Barbetta et al., 2005). Procedures (e.g., restroom breaks, getting a drink, emergency drills, dismissals, and even what to do when interruptions such as visitors coming into the classroom) should be planned out before they occur to minimize confusion (Lester et al., 2017). Teachers should analyze common classroom interruptions (viz., students asking how to spell a word, asking if they can sharpen their pencil, or inquiring where something is). After analyzing various situations and common interruptions, teachers can present mini-lessons to teach procedures for when such situations arise (Pinnell, 2003). Instructional procedures must be explained to the students with a rationale for why the expectations are important in this setting (Carter & Pool, 2012). Organizing a supportive learning environment requires consistency in behavioral expectations by establishing proactive strategies to common classroom issues that arise during instruction time leaving little proclivity for students to misbehave (Stronge, 2007). Procedures during instruction time include how to ask and respond to questions, expectations for whole group instruction, small group instruction, and what to do when work tasks are completed ahead of time (Lester et al., 2017). Often teachers use visual or auditory cues for instructional procedures to indicate a transition to the next activity by playing music, ringing a bell, or even flipping the lights off and on (Stronge, 2007). No matter what the routine demands, procedures should be taught and practiced. Difficulty ensues when there are no routines defined causing behavior to become challenging to correct after the fact (Pinnell, 2003). TEACHER ATTRIBUTES 20 Reinforcers. Reinforcers, sometimes known as rewards or incentives, are another form of classroom support used to promote and establish positive behaviors (Barbetta et al., 2005). Reinforcers can be verbal, tangible or edible, and are given with more frequency in the initial phase of behavior modification, then provided intermittently, and at times faded off altogether. Some teachers use a variety of reinforcers in conjunction with their classroom management system that incorporate special rewards at the end of the day or the end of each week (Farrell, Smith & Brownell, 1998). Praise as a verbal reinforcer for appropriate behavior is easy to give and is “one of the most powerful tools available” (Barbetta et al., 2005, p. 13). Praise for demonstrating desired behavior should be explicit and recognize the desired behavior (Capizzi, 2009). Instead of saying, “Good job,” the more effective approach is to say, “Wow! You sat quietly and listened to the entire story” (Conroy et al., 2009, p. 19). Teachers need to acknowledge specifically what the student did and then confirm the accomplishment. Always end with eye contact and a smile (Wong et al., 2014). Specific feedback should occur immediately following behavior, either positive or corrective, to clearly communicate what behavior is expected (MacSuga-Gage et al., 2012). Other forms of classroom reinforcers should be provided as needed (e.g., free time, reward tickets, stickers) if the student requires more than verbal praise (Barbetta et al., 2005). However, proactive classroom management is the most effective deterrent to discipline problems. By praising and reinforcing desired behaviors, occurrences of disciplinary actions are rare. Teachers who have a higher social and emotional competence demonstrate their ability to notice behavior situations and handle them in an effective way rather than the more obvious aggressive response which reinforces unwanted behaviors (Jennings & Greenberg, 2009). Here, again, the key TEACHER ATTRIBUTES 21 element to preventing negative behavior is a positive, understanding teacher-student relationship (Stronge, 2007). Summary Wong et al. (2014) emphasized, “It is the teacher that [sic] makes the difference. The more effective the teacher, the more effective the practices of the teacher, the more students will learn. Classroom management is an essential element of student achievement” (p. 2). Each new school year brings new students with new challenges. Without any classroom management plan or interventions, unwanted behavior can emerge resulting in negative interactions between the teacher and the student (Hester, 2002). Teaching content then becomes second to handling misbehaviors in the classroom. Effective teachers know how to manage their classroom. They have clear expectations and procedures and plan good classroom management (Wong et al., 2014). Effective teachers tend to be calmer with skills to create a more cohesive and less chaotic classroom (Barbetta et al., 2005). Teachers are the ones who control the climate of the classroom. “The burden of prevention and intervention … resides with teachers” (Hester, 2002, p. 38). Knowing how to proactively prepare for the unknown will create a manageable classroom that is advantageous for a positive learning experience. To accomplish this goal, teachers need to possess specific attributes to handle the ever-increasing classroom management concerns (MacSuga-Gage et al., 2012). Effective teachers have a multitude of skills and attributes that create a positive learning experience (Stronge, 2007). “Effective teachers produce results from a classroom that is predictable, reliable, and consistent” (Wong et al., 2014). In conclusion, Stronge (2007) observed how effective teachers have an extraordinary impact on the lives of students, and “a teacher’s influence is far reaching, so it is challenging to define what outcomes might show as effective and how those outcomes should be measured” (p. x). When TEACHER ATTRIBUTES 22 respectful relationships are developed, trust is established, which in turn creates a positive classroom environment wherein students can actively learn and progress in a safe and engaging environment. TEACHER ATTRIBUTES 23 PURPOSE One of the greatest concerns that teachers have is the problematic behavior of students. Often, teachers spend more time undertaking classroom management instead of curriculum instruction. Hester (2002) pointed out that the connection between behavior problems and academic performance has a direct link to the classroom teacher. It is a fact that poor academic performance and classroom behavior problems are directly related (Hester, 2002). Effective teachers can circumvent challenging behaviors in the classroom by making the classroom a positive, productive, and fun learning environment. Effective teachers promote appropriate behavior and academic achievement as they build relationships with their students as well as their students’ families (MacSuga-Gage et al., 2012). The purpose of this project was to document the attributes of a teacher with demonstrated classroom management effectiveness and validate how building relationships is an important facet of compliance and reciprocal respect. The research questions were: 1. How does a veteran teacher at a new school in a new grade establish relationships with their students? 2. How does a teacher create and maintain an effective learning environment? 3. What attributes does a teacher bring to the classroom to affect the classroom environment? TEACHER ATTRIBUTES 24 METHOD This mixed-methods, self-study examined how a teacher’s characteristics and efforts to build appropriate relationships with students could promote positive behavior and engagement in the classroom through research-based methods that were designed and executed by the researcher. The study was conducted to answer the questions posed in the purpose section of this paper pertaining to how attributes of an effective teacher with demonstrated classroom management is an important facet of compliance, reciprocal respect, and creating a productive learning environment. Observations and peer feedback lent insight in achieving awareness of specific characteristics of effective teachers. Setting The setting for this study was a K-6 school in a rural area of northern Utah. The school comprised of approximately 550 students: 78.6% white students, 17.3% Hispanic students, with the remaining 4.1% percent enrolled as multicultural, Native American, Pacific Islander, Asian, and African American students. Gender was noted as 50/50 male, female. Forty percent of the student population received free or reduced lunch. The classroom location was outside of the main building in an older “portable” classroom that had been on the school grounds for many years. The classroom was situated on the edge of a playground and located next to the upper grades, providing easy access for the upper grade students who attended my resource classes. Participants Students The students in the study were fourth, fifth, and sixth graders who came to my classroom to attend special education resource classes for language arts, mathematics, and/or social skills. Some students came to both language arts and mathematics, and others only came to one or the TEACHER ATTRIBUTES 25 other class as a result of their service time. Service time (number of minutes allocated for special education services) was determined by the students’ individual education program (IEP). Each student had been identified with one of 13 classifications as defined by the Individuals with Disabilities Education Act (IDEA). Most of my students were classified as specific learning disabled. Other classifications of my students were other health impaired (OHI), autism spectrum disorder (ASD), specific language impaired (SLI), and intellectually disabled (ID). There were 18 males and 11 females in my classes, ranging from nine to 12 years of age, and were from diverse socioeconomic statuses, backgrounds, and cultures. The number of students I maintain files on is called a caseload. At the onset of the 2018-2019 school year, my caseload was 23 students. That number has fluctuated as students moved in, moved out, and students were referred and tested after going through the response to intervention (RTI) process. As the school year progressed, I administered testing to two referred students, completed initial placements on three students, added three move-in students, and had two students move out, resulting in a caseload of 29 students as of November 1, 2018. My students were ancillary participants who were initially unaware of the project. At the culmination of nine weeks into the school year, they were asked to fill out an evaluation form (see Appendix B) after receiving consent from their legal guardian. The information on this form provided me with additional feedback as to how I did, according to the students, with building relationships, teaching engaging lessons, and generating a safe learning environment as well as favorable physical environment. TEACHER ATTRIBUTES 26 Observer The observer was a school district mentor assigned to me for the 2018-2019 school year. The school district assigned a mentor to me because I was new to the school district, new to the school, and new to the specific teaching position. My mentor has a Bachelor of Science degree in special education mild/moderate. Previously, she conducted cognitive and achievement testing for the district’s special education department for four years and taught elementary special education classes for five years. In addition to testing, she currently conducts preschool cognitive testing, K-12 achievement testing, and works as a mentor for new teachers. She is in her first year as a mentor. To supplement the trustworthiness of the study, the observer was asked to use the same evaluation/reflection form that I completed each day (see Appendix A). The observer completed the form for a total of three times during the outlined duration of the project. I was never notified when she was coming into my class to observe and complete the evaluation. By not knowing, it helped to establish a truer reflection of what was observed without any bias. Self I was the main participant of this mixed-methods, self-study. I began the 2018-2019 school year at a new school managing and teaching three grade levels of students—fourth, fifth, and sixth—all with IEPs, and who were all unfamiliar to me. I have been involved with schools for over twenty years in various capacities: volunteer when my children were young, substitute teacher, detention aide, office aide, and then special education department secretary at our local high school. While I was working as the special education secretary, my principal encouraged me to go college and get a teaching degree. I enrolled as a college freshman when my children were finishing high school. There was a time when four of five of us in our household were attending college. Out of the four, I graduated first, summa cum laude, with my Bachelor of TEACHER ATTRIBUTES 27 Science (BS) in special education mild/moderate with an emphasis in language arts. I am highly qualified in special education mild/moderate and secondary education language arts. I earned a K through eight math endorsement and am completing a Master of Education (MEd) in curriculum and instruction. I have attended several workshops and trainings related to instructional strategies, classroom management, behavior, mental health, and ASD. I have been teaching for a total of seven years with this being my eighth year. I hold a level two teaching license in Utah. After graduating from Weber State University, I taught a self-contained special education K-first learning center class in one school district for six years. I switched districts shortly into my seventh year and taught a self-contained special education alternative kindergarten class in the new district for the remainder of my seventh year of teaching. Following that school year, there was a shortage of incoming kindergarteners which necessitated the move to where I currently am. I am now teaching upper elementary grades as a special education resource teacher in that district. Teaching philosophy. I believe that building relationships is a priority to teaching because when students know that you care about them and create a caring classroom climate, problem behavior is less likely to occur. I believe in a pro-active classroom management method. I believe that a classroom should be a safe, fun, engaging, and equitable environment that embraces the individuality and unique learning style of each student. It is my responsibility to be culturally responsible as a role model and to teach to my students’ strengths and abilities, so they can grow academically, cognitively, socially, and emotionally. I believe in my students. Researcher bias. During my years working in public education, I have observed teachers who were effective, and teachers whom I would deem not effective or did not possess classroom management skills. I must rely on my work experience as I do not remember much of my own schooling. I do vaguely recall a few of my elementary teachers: one because of his lack TEACHER ATTRIBUTES 28 of classroom management but no lack of disciplinary methods. He would put my desk in the back of the class between the coat rack and the furnace or put tape over my mouth and make me stand outside of our portable. My fifth-grade teacher would ask me to draw or create something in class, but then condemn me if it did not look how she thought it ought to be. Because of her I stopped allowing anyone to see my drawings, and self-doubt trickled in. She made me feel inadequate and insecure. My sixth-grade teacher was a chalk-flipper and eraser-thrower. The man who taught the other sixth grade class, where we would go for social studies, would make misbehaving boys grab their ankles, and he would smack them with a wooden paddle board or smack their hands with a yardstick. These unforgotten incidences have played a role in my desire to create a safe and caring classroom environment for all my students. Later in life when I worked in a secondary education setting, I observed teachers who thought being friends with their students was the way to control the class. I witnessed classes watching videos for a major portion of what should have been academic time because the teacher did not want to ‘deal’ with the students. I witnessed food bribery for students if they behaved during a scheduled administrative observation, and study hall classes that were a free-for-all: students coming in and out without passes. I have seen teachers who sat at their desk and played games or shopped on-line when teaching should have been going on. I have shuffled through piles of ungraded papers on teachers’ desks from all phases of the school year, which then resulted in fictitious term grades because nothing had been scored and entered into the computer. These experiences played over in my brain like a playlist stuck on repeat. How could I be a more competent teacher? How would I handle me if I was teaching me? Would I be able to grab the attention of my students and keep them engaged without bribery or frivolous activities? Could I classroom manage in an effective way? What if I failed as a teacher? These questions were important for me to answer. TEACHER ATTRIBUTES 29 Then I taught. I remember the first student of mine that I met. After I graduated and went through the interview process, I was hired at a public school a week before school started. I had gone into my new school and was getting acquainted with my classroom in the short interval that I had. Two parents came into my classroom with their son who would be in my class. The boy immediately began zinging from one area of my room to another like the little ball in an arcade pinball game. My eyes darted after him as his parents matter-of-factly spoke to me without acknowledgment of their son ricocheting around my classroom. Doubts and hesitation about teachers I had chastised in my mind suddenly became more understandable. All these memories and incidences were significant in shaping the teacher I am now. As I began reviewing research for this master’s project, I saw a common thread in good classroom management: The teacher was considered an effective teacher with attributes that constituted the effective mannerism of how the class ran. When asked, most people can create a mental list of what qualified a teacher as their favorite teacher, and what characteristics that teacher possessed that made them effective (Stronge, 2007). I wanted to explore and implement those attributes combined with my characteristics as I ventured into my new teaching assignment. Instruments Two main instruments for this study were created by me based on information gathered in the literature review. The first instrument (see Appendix A) was a self-evaluation/reflection form that I filled out daily for the 29 school days within the study. It was also the instrument used by the observer the three times she came in to observe me. The second instrument was a survey (see Appendix B) filled out by the students at the end of the nine weeks. The self-evaluation form was split into five categories with various descriptors in each category. The five categories were (a) attributes, (b) relationships, (c) classroom management, (d) environment/physical, and (e) environment/learning. The descriptors for the attributes TEACHER ATTRIBUTES 30 category were (a) preparedness, (b) affect: pleasant and greets the students, (c) provides clear expectations, (d) social and emotional role model, (e) respect, (f) provides encouragement, and (g) culturally aware and sensitive. The four descriptors for the relationships category were greeted students, rapport and listened to students, responded to students, and learned something about students. The four descriptors for the classroom management section were (a) rules posted/reviewed/followed, (b) procedures adhered to, (c) high rates of praise, (d) reinforcers. The three descriptors for the environment/physical category were (a) classroom set-up ready for each group, (b) materials ready/accessible, (c) pathways are clear. The final category of environment/learning descriptors were (a) OTR (opportunities to respond), (b) interactive instruction (c) circulates during instruction/class time. These descriptors were evaluated using a Likert-type scale of consistently, most of the time, rarely, and never. In addition to the Likert-type scaled descriptors, the self-evaluation form had six open-ended questions: (a) What went well today?; (b) What needs improvement for tomorrow?; (c) What were some of the comments from the students to let me know I am on the right track?; (d) What did the students do to let me know how things are going – either positively or negatively?; (e) What strategies or routines can I add to make the classroom environment better?; (f) What other comments do I have about today? These open-ended questions allowed me to reflect and write about specific aspects of the day that corresponded to the scaled descriptors. Reflective writing acted as a gauge in which I could assess myself in relation to the evaluation descriptors. The second instrument was completed by my students to give me feedback at the end of the nine weeks of the study (see Appendix B). It had a total of 18 questions with 17 of them on a Likert-scale of always, sometimes, and never. The last question was an open-ended question: Anything you would like to write about Mrs. Jensen. TEACHER ATTRIBUTES 31 Procedures After receiving the necessary approvals, including WSU’s IRB and the school district’s, I began my study at the commencement of the 2018-2019 school year at the elementary school where I am teaching. My principal was informed about my project and was supportive of it. I began immediately on building relationships with my students by becoming acquainted with them and greeting them as they came into class each day. I constructed activities and lessons that were engaging and necessitated student participation. I did short, applicable presentations on classroom procedures and rules throughout the first weeks of school and intermittently reviewed and revised them as needed. Classroom rules were the same as the school rules: be respectful, be responsible, be safe. However, as a class we discussed what those rules meant and created norms for each of my seven classes to warrant a safe and collective classroom environment. Lessons were explicit, participant-based, and taught in a whole group setting, with support from my teaching assistant to help with my larger groups and struggling students. To teach whole group, I utilized the interactive lessons from the district approved curriculum via the Smartboard and Internet to include all students in the learning process. Manipulatives, opportunities to respond, interactive activities, and movement was incorporated into each lesson to support the varied learning styles. At the end of each school day, I completed a self-evaluation and reflection created to determine how my characteristics as a teacher influenced the day’s proceedings (see Appendix A). Towards the conclusion of the study, I provided an approved consent form to my students’ parents/guardians requesting permission to allow my students to complete an evaluation form highlighting teacher-student relationship, classroom management, and classroom environment (see Appendix C). TEACHER ATTRIBUTES 32 My assigned district mentor for the 2018-2019 school year took part in my study as an observer and came into my classroom at three unscheduled times and completed the same evaluation as I did (see Appendix A). This outside observation further established fidelity and additional reliability to the study. At the conclusion of nine weeks into the school year, and after receiving signed consent from parents, I had my students complete the student evaluation that focused on their perception of me as their teacher with some classroom climate/environment questions that correlated to the categories on my daily self-evaluation (see Appendix B). The students’ evaluation was also structured in a Likert-type scale form but designed so the students could easily read, understand, and complete it. My teacher assistant oversaw the student evaluation completion while I was out of the classroom. Data Analysis Plan Qualitative research “requires multiple, simultaneous actions and reactions” from me as the participant-researcher (Meloy, 2002, p. 145). Therefore, data analysis of daily documentation was ongoing with continued data collection through the research project. I acted and reacted to the daily data collection with all data analysis grounded in the primary questions for this study: How does a veteran teacher at a new school in a new grade establish relationships with their students? How does a teacher create and maintain an effective learning environment? What attributes does a teacher bring to the classroom to affect the classroom environment? Although I provided rich descriptions of each step taken during the nine-week period to answer these questions, the final story will not be generalizable to other research studies. Interpretations of events are compared to classes I have taught in the past and are based on my analysis as an effective veteran teacher and have been reported in the data analysis with findings and conclusions. TEACHER ATTRIBUTES 33 To analyze the collection of data, I created a master self-evaluation form and a master student evaluation form and totaled and summarized the collected data. Additionally, I was open to new themes that occurred during the data collection and adjusted my teaching accordingly throughout the process. My ultimate goal was to consider the “essential meaning of the raw data; … reduce and reorganize and combine so that the readers share the researcher’s [my] findings in the most economical, interesting fashion” (Ely et al., 1991, p. 140). I wanted to tell the story of how I approached my students and adapted my instruction to the needs of this particular set of students at this specific school. TEACHER ATTRIBUTES 34 RESULTS For my project I wanted to find out how does a veteran teacher at a new school instructing three new grades establish relationships with her students, how does a teacher create and maintain an effective learning environment, and what attributes does a teacher bring to the classroom to affect the classroom environment? Self-Evaluation Data Table 1 was designed with the goal of assessing data taken from my self-evaluation forms completed over the 29 days of collected data. Data were documented from my perspective to account for positives and negatives marked as a scaled score next to descriptors that I had identified as effective teacher attributes. As shown in Table 1, scores fall frequently under the category of consistently. However, under the section of classroom management, “procedures adhered to” displays a nearly equivalent score in the category of consistently and mostly. This result was due to the continuous flux of new students either by initial testing or move-in. As new students would come into the class, unfamiliarity with the set procedures skewed the frequency of consistently. Another section in Table 1 indicates a divide among consistently, mostly, and rarely in environment/learning, interactive instruction. As the respondent, I chose not to count group reading as interactive instruction. Even though I was actively handing out reinforcers, providing high rates of praise, and prompting inquires during this type of group work, I felt it did not qualify as interactive. (My definition of interactive instruction is engaged active movement and/or physical participation by the students during instruction.) Another evaluation item on Table 1 that had varied ratings between consistently and mostly was high rates of praise. Naturally, some forms of instruction do not warrant high rates of praise, e.g. the 9/11 lesson did not warrant high rates of praise. (see reflections below). Praise always, however, “the effects of praise will be affected by the context in which it occurs” (Brophy, J. 1981, p. 27). TEACHER ATTRIBUTES 35 Table 1 Daily Responses to Self-Evaluation Form Consistently Mostly Rarely Never Attributes Prepared 26 3 Affect: pleasant and greets students 24 5 Provides clear expectations to the class 27 2 Social & emotional role model 28 1 Respect 27 2 Provides encouragement 27 2 Culturally aware & sensitive 28 1 Relationships Greeted students 25 4 Rapport, respond and listened to students 27 2 Responded to students 27 2 Learned something about a student(s) 28 1 Classroom Management Rules posted/reviewed/followed 25 4 Procedures adhered to 16 12 1 High rates of direct praise 20 9 Reinforcers 25 3 1 Environment/Physical Classroom set-up ready for each group 29 Materials ready/accessible 27 2 Pathways are clear 29 Environment/Learning OTR (opportunities to respond) 25 3 1 Interactive instruction 18 10 1 Circulates during instruction/class time 24 4 1 Note. Consistently = occurred in all class settings for that day; Mostly (most of the time) = occurred in more than half of the classes; Rarely = occurred in less than half of the classes; Never = never occurred. Reflections The self-reflection form also had open-ended questions to which I responded to each day. In one of my responses during the first week, I wrote, “one student is testing me; acting out and watching for my reaction.” During week eight, I followed up with, “after a parent/teacher conference that same student’s mother said, ‘at first, he didn’t want to come out here, and now you are all he talks about.’ It was good to hear from a parent that I had affected her child in a positive way.” TEACHER ATTRIBUTES 36 To enhance our physical classroom environment, I put white contact paper on the metal furnace door, a real refrigerator handle, and a sign that read, ‘the fridge.’ Students could take a magnet and hang up their work and drawings just like a refrigerator at home. The students responded to it positively and during week two I wrote, “The students have been putting up their drawings on my ‘fridge.’ I love it! Some like to draw when they come in early before the work begins. Other students like to work on the 300-piece puzzle I have put on the back table. When that puzzle was completed in week seven, I reflected, “The students asked if I was going to buy another puzzle.” All of this lets me know that things I have put in place are working well.” Tuesday of week three marked the 17th anniversary of 9/11. I recreated a lesson from one I had been a part of previously and amended it to fit my classes. I wrote about the activity in my reflection journal: The 9/11 lesson went really well with the students very focused on what we did, and they all participated with questions and comments. Sat on the floor, took our shoes off, or left them on. What could we tell about each other from our shoes? Discussion went great. Some students did not know what the 9 and the 11 meant. Week four was the initiation of Monday Meeting to facilitate the importance of good rapport and allowed me to learn meaningful stories about my students. “Implemented Monday Meeting in LA session. Students could talk about whatever for 1 minute. If a student did not want to talk, that was okay. Gave students coins for sharing and for asking questions pertaining to what the speaker was talking about.” Week five reflections on what went well today? “It was a really good day. I feel the students are accepting me because they come in and surround me and want to tell me all about their weekend, or whatever happened in their lives since Friday. Made me feel good but needing more ears.” TEACHER ATTRIBUTES 37 During week six I had taken a few days off and upon my return realized the bond that had been built with my students. In my reflections, I wrote the following: “It was my first day to be at school this week. The students were excited, and I mean excited to see me back, it made me feel really good. Several of them as they came in said, ‘Mrs. Jensen, you’re back!’ and gave me hugs!” Another student let me know that my changes to the classroom were positive as noted in my reflection: “A 5th grader told me how much she liked what I had done to the room since last year.” On Monday of week seven I decorated the interior walkway of the classroom with Halloween décor which resembled a short spook alley. Students responded with, “I love the decorations!” “Can I scare the next class?” Some students would hide behind the bookshelf and jump out at the incoming students. Week nine confirmed how relationships build trust. In one reflection from that week, I wrote, “They expressed a desire to do the talk about their weekend or whatever. I appreciate how open they are to talk about different areas of their lives, not just what they did over the break.” Mentor Evaluations A district mentor conducted three drop-in visits during the 29 days of the study with the final observation completed during the final week of the study. She used the same form (see Appendix A) that I used for my daily self-evaluations. Table 2 shows the resulting data from those three days. Overall, her ratings coincide with my ratings on Table 1, validating that the specific attributes of an effective teacher I explored in my study facilitates in promoting a positive classroom environment. On Table 2 under the section of classroom management, my mentor opted to put “not applicable” (n/a) on the descriptor of procedures adhered to because she was unfamiliar with our TEACHER ATTRIBUTES 38 classroom procedures. Ratings between consistently and mostly depended on the lesson or activity that I was conducting, and what she saw during the time of her observation and are reflected on Table 2. Table 2 Responses on Self-Evaluation Form from the Observer Consistently Mostly Rarely Never Attributes Prepared 3 Affect: pleasant and greets students 3 Provides clear expectations to the class 2 1 Social & emotional role model 3 Respect 3 Provides encouragement 3 Culturally aware & sensitive 3 Relationships Greeted students 3 Rapport, respond and listened to students 3 Responded to students 3 Learned something about a student(s) 3 Classroom Management Rules posted/reviewed/followed 2 1 Procedures adhered to n/a n/a n/a n/a High rates of direct praise 2 1 Reinforcers 3 Environment/Physical Classroom set-up ready for each group 3 Materials ready/accessible 3 Pathways are clear 3 Environment/Learning OTR (opportunities to respond) 2 1 Interactive instruction 3 Circulates during instruction/class time 3 Note. Consistently = occurred in all class settings; Mostly (most of the time) = occurred in more than half of the classes; Rarely = occurred in less than half of the classes; Never = never occurred. My mentor chose not to complete the reflections portion of my evaluation. She did, however, write the following notes on her completed evaluation forms, “Lots of positives!” “Good ratio of + to -.” “Lots of general praise.” “Good classroom discussion.” “Great TEACHER ATTRIBUTES 39 background building.” “All students can try.” “Lots of you do.” “Students could write answer on board.” Student Survey Out of my twenty-nine students, I handed out twenty-seven consent forms to the parents/guardians of my students. The two students who did not receive a consent form were on monitor status and did not come to my classroom. Of the twenty-seven consent forms sent out, 22 were returned and signed. Thus, 81% of my students completed a feedback form approximately 30 days into the school year (see Appendix B). Twenty-two students filled out the survey during their class time when I was not present in the classroom. Of those students, five were fourth graders, six were fifth graders, and eleven were sixth graders. Overall, their ratings supported my ratings and those of the observer. Of particular note, on the sixth grader’s evaluation, question 12: The rules help everyone learn (see Appendix B), responses across consistently, mostly, and never are reflective of a consequence of new students coming into an already cohesive class (see Table 3). Each time a new student was added to the class, the dynamics of the class changed causing a frustrating dimension to the learning environment. Rules and procedures were re-introduced, and modifications were made in an effort to bring a level of normalcy back to the class. The students’ data reveal descriptors where I need to be more cognizant and focus on more. The results also provide confirmation of areas that are working well as I continue to create a classroom environment that is reflective of the students’ needs and concerns. TEACHER ATTRIBUTES 40 Table 3 Student Feedback Always Sometimes Never Question Grade 4 5 6 4 5 6 4 5 6 1. I like having Mrs. Jensen as my new teacher. 5 5 11 0 1 0 0 0 0 2. Mrs. Jensen treats me with respect. 5 6 10 0 0 1 0 0 0 3. Mrs. Jensen greets us when we come to class. 5 5 8 0 1 3 0 0 0 4. Mrs. Jensen talks and listens to me. 4 6 9 1 0 2 0 0 0 5. I like how our classroom looks. 5 4 8 0 2 3 0 0 0 6. Our classroom is comfortable and welcoming. 5 5 10 0 1 1 0 0 0 7. It is easy to find what I need. 5 5 8 0 1 3 0 0 0 8. It is easy to move around in our room. 5 5 8 0 1 3 0 0 0 9. Rules are posted in our room. 5 5 11 0 1 0 0 0 0 10. I know our classroom rules. 5 4 10 0 2 1 0 0 0 11. The rules in our classroom are fair. 5 6 11 0 0 0 0 0 0 12. The rules help everyone learn. 5 5 6 0 1 3 0 0 2 13. I know the procedures in our classroom. 5 5 10 0 1 1 0 0 0 14. I know what the expectations are in our class. 5 5 9 0 1 2 0 0 0 15. Mrs. Jensen makes the lessons fun. 5 4 10 0 1 0 0 0 1 16. I get to participate in the lessons. 5 6 9 0 0 2 0 0 0 17. If I need help, I know I can ask for help. 5 6 10 0 0 1 0 0 0 Note. N = 22; n (4th grade) = 5; n (5th grade) = 6; n (6th grade) = 11. TEACHER ATTRIBUTES 41 Student Comments On the students’ survey, the last question asked was an open-ended question for additional feedback to me. In reporting those data, I have chosen to quote the students exactly as written; therefore, misspellings and other grammatical errors are apparent. Comments from the fourth graders demonstrate their comradery with basic sentiments. They said, “She if fun and funy”; “She is osum and nis”; and “She is nise.” The fifth graders added a few more details. Various comments included, “She is nice and pretty”; “She is the Best of helping me”; “She is the Best tch”; “She kind nice consetrat and nice”; and “I av the best techr and she is sooo kinb an the classroom locs osam an cool”. Comments from the sixth graders showed sincerity. Their comments included, “you are the best”; “Mrs. Jensen is the best she is always respectful to me”; “She is fun!!!! And fune. LOL”; “that she is a great teacher”; “Thank you for being my teacher” (pencil-drawn heart); “Shes awsome. I like how she makes me warm welcome when i come in”; “She is cool and nice”; and “Shes nices” (with three check marks). These hand-written comments confirmed to me that I am going in the right direction as I proceed with their ratings taken in consideration of what works and what needs more work. TEACHER ATTRIBUTES 42 DISCUSSION The purpose of this project was to substantiate how attributes of a teacher can promote effective classroom management and create an environment that is physically engaging, conducive to learning, and how that distinct environment is a direct result of building purposeful and meaningful relationships. My first priority as a veteran teacher in a new school was to initiate and build respectable relationships with my students. Most of my students had formed bonds with the prior teacher who had retired, and I needed to fill that void with caution and care. The results of this study concluded from self-evaluations and reflections focused on the researcher, suggested there are specific attributes that when enacted upon can create a more positive classroom environment beneficial to both students and teacher. Three instruments helped to answer the research questions. The data supported the literature presented in the review. Establishing Relationships To initiate building relationships at the onset of the schoolyear, I would stand by the classroom door and greet the students as they entered. There were many perplexed looks because I was unfamiliar to them, and I was encroaching in a relationship zone they were not accustomed to. Following the introductory greeting, the students’ eyes would gaze around the room to take note all of the significant changes made from what the room had been. To the fourth graders, it was just another classroom that was new to them because they had been in another teacher’s resource class for their younger grades and had not been in this particular classroom. On the first day of class, I asked the students in each of my classes to sit in a circle on the floor. I did not know any of them, nor did they know me. I began by introducing myself and telling two facts about myself. I then threw a ball of yarn to another student, who had to repeat TEACHER ATTRIBUTES 43 what I said, introduce themselves, add two facts about them, and then throw the ball of yarn to another student, thus repeating the process until the yarn went to everyone, came back to me and I had to retell everything that was shared in our circle. In my first reflection journal entry, I wrote, “The Spider Web game went really well and helped me get to know my students and learn something about each one of them. It also helped them to get to know me since I am replacing the teacher some have had for one year, and others have had for two years.” This activity was another foundation into building relationships with my students. The research of Brinkworth et al. (2018) confirmed “relationships between teacher and students lie at the heart of the learning environment” (p. 35), indicating how valuable building and sustaining relationships is. I continued to greet students upon arrival as opportunity would allow me, and I would talk with them as they came in, learning small things about them each time. As I became familiar with faces and names, I made a conscious effort to greet each student by their name to form a more personal connection. My door was open in the morning before school for students who wanted a place to go, and several took advantage of that as a time to talk with me about whatever was on their mind. Gourneau’s study (2005) established that genuine caring and showing a sincere interest in the students, along with open communication, builds relationships and is an essential attribute of an effective teacher. The launch of Monday Meeting came about as a result of my students coming in and telling me stories of what they did over the weekend, what happened at their house, who they went to visit, etc. By creating a structured speaking platform, it provided a safe place where my students could share. Following the one minute free-talk, the speaker would ask if there were any questions. I set a limit of two questions for the purpose of time. Questions needed to pertain to what the speaker was talking about, and reward coins were given for thoughtful participation. TEACHER ATTRIBUTES 44 Later, I introduced a new element to Monday Meetings; an unconventional hat to wear while talking. Students responded favorably to the new addition, and each week I would provide a hat or an object for the speaker to wear or to hold. Monday Meeting taught me that students needed and wanted to share their experiences. By providing them a safe environment to do that in, trust was formed as I witnessed what began as frivolous stories in the origination of Monday Meetings grow to become more in-depth personal stories. As the school year progressed, I presented questions in a bucket that the speaker would draw from, talk about, and then ask for questions. On another occasion, I had my students write down questions for the speaker to draw from and talk about. I had to earn their trust prior to asking them to write questions. If I had asked my students to write questions in the beginning, the questions would not have had the genuineness behind them as I evidenced later on. Attributes of the Teacher Attributes was a term I had never considered as a crucial component of a teacher that tied directly to the classroom. Much focus has been placed on classroom management and strategies to achieve good classroom management; however, this is where I recognized that successful classroom management went beyond any taught or learned strategies. Some attributes tend to be innate in an individual. Other attributes are developed and honed over time as a result of experiences and intake. Some teachers remain stagnant and opt to employ redundant classroom management strategies from year to year even though they are ineffective (Hester, 2009). My desire to delve into this topic came as I observed students whom I had taught in the previous school year move on to another class, another teacher, and would expose behaviors that were not manifested while in my class. After seeing this transpire year after year, I concluded TEACHER ATTRIBUTES 45 that it must be specific attributes of mine that innately support me to be effective in my classroom and with my students. Stronge (2007) said, “We are inherently drawn to teachers who are effective for us” (p. 99). The way students perceive a teacher is crucial in how they adapt within specific learning environments. My affect as a teacher is attentive and pleasant. I listen by stopping what I am doing and focus on the student speaking. Effective teachers implement social and emotional curriculum in their classrooms and are acceptable and respectable role models for social behavior (Jennings & Greenberg, 2009). Effective teachers implement effective instructional strategies, design curriculum that facilitates diverse learning styles, and employs effective classroom management strategies (Marzano et al., 2003). Creating and Maintaining an Effective Learning Environment When I create a learning environment, I am very conscious of the space and what needs to transpire within that space. Students need to be able to move around easily and not be distracted by dismal or extravagant décor within the room. The space needs to be age-appropriate with some evidence of the personality of the teacher. I am mindful to put small reflections of me within the space, so students can get a sense of who I am and feel more comfortable in building a relationship as I am sharing pieces of myself. My first encounter with my new classroom for the current school year was that of shock. The classroom was bursting with debris with what must have been thought to be accessible materials and clever décor. Shelves were spewing paper, trinkets, notebooks, what-nots, and posters: both printed and hand-written were tacked on the walls and white boards. Every wall had some form of embellishment stapled to it without any functional theme. There were not any walls with bare space. I wondered how anyone, especially students, could learn in an environment of such disorder. To create an effective classroom, basic organization and structure TEACHER ATTRIBUTES 46 needed to be applied (Trussell, 2008). Upon possession of the room, I immediately began purging and reconfiguring. Walls were painted a fresh coat of white paint, nine file cabinets were weeded down to four, unnecessary shelves were hauled away, furniture rearranged, boxes of juvenile toys were removed, and a never before reading area was designated. Hester (2002) recognized that classrooms should be places where students can develop socially, academically, and emotionally in a positive way. The physical environment of a classroom and classroom management style of teachers can directly affect and/or influence students’ performance and attitude (Cheng, 1994). I created spaces for the students by cleaning out much of the clutter that was left by the previous teacher. I added a comfortable reading corner complete with three beanbag chairs, a saucer chair, two camping chairs, and several throw pillows all situated on a circular rug, designating the area. Appropriate grade-level books were easily accessible on a shelf next to the reading area. Near the reading area I set out a 300-piece puzzle that students could work on during down time. By transforming the ugly furnace door into a “refrigerator”, I gave my students space and permission to post their most prized drawings and work. All of these strategies helped the students feel as if the classroom space was theirs as well as mine. Showcasing students’ work throughout the classroom promotes ownership and creates positivity in the classroom community (Lester et al., 2017). Positive classroom management is a must in my teaching setting and all these supports are needed to promote that management style. In the beginning of the school year, reinforcers were handed out at a higher, more frequent rate. As procedures were adhered to and routines fell into place, reinforcers were provided as needed; some days more than others. To encourage participation, I randomly handed out plastic coins to engaged students. At the end of each class session, I asked students to tell me how many coins they received. I charted the amount and on Fridays the students added up how many coins they received for the TEACHER ATTRIBUTES 47 week. The student with the most coins, I never used the term winner, got to choose a prize from the big box. Everyone else chose a reward from the kudos box, which contained small prizes and treats. Mathematical skills were strengthened by allowing students to add up their own points. At the end of each class, any student who received five coins, (later progressed to eight coins), was allowed to draw a random number from a small bucket and put it on the corresponding number on the 100 Club chart. The 100 Club chart consisted of one-hundred numbers with pockets in which to place corresponding numbers pulled. When a row of ten numbers was completed, a structured free day was scheduled. All of my students secured the reward and were in charge of making plans for the free day. The students brainstormed, wrote ideas on the board, and voted. The day of the activity brought great excitement as students brought necessary provisions and dropped them off before school. On typical days when students came in to class, sat at their desks, and were ready to begin, I handed out small edible reinforcers. Students who were not at their desks, observed the reinforcers being handed out, and followed suit. No verbal directing was needed. Some days would be blue ticket day where I would hand out blue tickets for incentive and if X amount of tickets were attained, the students that earned the predetermined amount of tickets at the end of class were allowed a reward from the kudos box. At the beginning of class, when students are seated and ready for instruction, I put up the pun of the day on the Smartboard. It is usually an image that illustrates a play on words necessitating students to figure out and determine what the humorous meaning is. I found this to be a classroom community activity as students raise their hands and attempt to provide the correct answer, often building off another student’s answer. When the pun is solved, the class is in good spirits and ready to learn. TEACHER ATTRIBUTES 48 In my classroom I encouraged interactive instruction via the Smartboard, document camera, individual white boards, movement, and a plethora of manipulatives for students to use. If one student was at the Smartboard, the others were writing on their individual white boards or on their desks. I provided choices whenever possible which allowed students to develop decision-making skills. I constantly differentiate instruction to implement strategies that work best for the varied learning styles of my students. My students have responded positively to what I have implemented. If I found something was not working or the students did not respond as planned, I reflected, evaluated, and revised. Effective teachers provide lessons that build on student strengths and abilities, and they continually encourage students (Jennings & Greenberg, 2009). One spontaneous math lesson involved all of the students. Two desks were placed facing each other with a bell in the middle. Two teams, two students at the board tallied points, two students watched the bell to determine who rang first, other students controlled the flow, and the number of questions. One student wrote the math problem on a small white board, and after two questions, everyone would rotate. An effective teacher implements efficacious instructional strategies and advantageous classroom management strategies (Marzano et al., 2003). To be an effective teacher takes time and skill, but the data herein proves its worth. In conclusion, when respectful relationships are developed, trust is established, which in turn creates a positive classroom environment wherein students can actively learn and progress in a safe and engaging environment. Limitations The data provided from this study confirmed that certain attributes of a teacher are essential to promoting a quality classroom environment. It also provided insight on how students view the same attributes that are deemed important in a teacher. Such self-evaluation research projects are limited to the fact that the researcher is placing value on an area that is pertinent to a TEACHER ATTRIBUTES 49 particular self-interest as was this study. Perimeters of this study were also limited to the 29 students who made for a convenient and accessible group in contrast to conducting a school-wide study to determine attributes of fellow teachers and the correlation or disparity between them. Recommendations The research data herein recognized that specific teacher attributes lend to creating a productive classroom environment. Recommendations for further research in this area propose that all teachers within the same school complete a survey as to what they deem are attributes of an effective teacher. Data collected would then be tallied to find correlated responses resulting in a consensus of the survey. Students would be influential in completing a similar survey indicating what they consider to be characteristics of an effective teacher. After concluding and recording the surveys, professional development sessions addressing weak areas of self-reported teacher surveys, as well as taking into consideration the results of the student surveys. In conjunction to discussions, training directly tied to areas of measured weaknesses from data collected would be advantageous. Such trainings would explain key management skills and hone in on teachers’ personalities in an effort to support existing attributes as teachers become confident in their classroom environment. Conclusion A common thread throughout research has noticeably been the effect that teachers can have on student achievement. However, the underlying forces of how a teacher evokes such results are not simply explained (Marzano et al., 2003). Even though teacher-effectiveness is frequently connected to students’ achievement, it is difficult to determine what teachers do to stimulate student achievement, which has prompted researchers to concentrate more on specific teacher characteristics (Stronge, 2007). TEACHER ATTRIBUTES 50 This study focused on the attributes of a veteran teacher teaching resource students at an elementary school. From the tallied survey responses, it concludes that there are certain attributes that affect a classroom of fourth, fifth, and sixth grade students. The results are exclusive to that of the individual that conducted the study to gain further insight as to whether specific attributes play a deliberate role in facilitating a classroom that encompasses a positive learning and physical environment and engaged learners. The results of this study also indicate the importance of developing and sustaining respectable relationships to support a positive classroom climate. In conclusion, I include another comment from one of my sixth-grade students from the student evaluation form: “Dear Mrs. Jenson … you are beautiful because I think you are and I have confidence and faith so you can get the masters degree!!!!” It’s about how specific teacher attributes build enduring relationships, which in turn promotes a positive and fun learning environment where students feel safe. No job could be more fulfilling. TEACHER ATTRIBUTES 51 References Barbetta, P. M., Norona, K. L., & Bicard, D. F. (2005). Classroom behaviour management: A dozen common mistakes and what to do instead. Preventing School Failure, 49(3), 11–19. Brinkworth, M. E., McIntyre, J., Juraschek, A. D., & Gehlbach, H. (2018). Teacher-student relationships: The positives and negatives of assessing both perspectives. Journal of Applied Developmental Psychology, 55, 24–38. doi.org/10.1016/j.appdev.2017.09.002 Brophy, J., (1981). Teacher praise: A functional analysis. Review of Educational Research Association, 51, 5-32. Capizzi, A. M. (2009). Start the year off right: Designing and evaluating a supportive classroom management plan. Focus on Exceptional Children, 42(3), 1–12. Carter, D. & Pool, J. (2012). Appropriate social behavior: Teaching expectations to young children. Early Childhood Education Journal, 40(5), 315–321. Charles, C. M., (2000). The synergetic classroom: Joyful teaching and gentle discipline. New York, NY: Longman. Cheng, Y. C. (1994). Classroom environment and student affective performance: An effective profile. The Journal of Experimental Education, 62(3), 221–239. Conroy, M. A., Sutherland, K.S., Snyder, A. L., & Marsh, S. (2008). Class wide interventions: Effective instruction makes a difference. Teaching Exceptional Children, 40(6), 24–30. Ely, M., with M. Anzul, T. Friedman, D. Garner, & A. M. Steinmetz. (1991). Doing qualitative research: Circles within circles. London: Falmer. Farrell, D. T., Smith, S. W., & Brownell, M. T. (1998). Teacher perception of level system effectiveness on the behavior of students with emotional or behavioral disorders. Journal of Special Education, 32(2), 89–98. TEACHER ATTRIBUTES 52 Gourneau, B. (2005). Five attitudes of effective teachers: Implications for teacher training. Retrieved from https://www.researchgate.net/publication/251297404_Five_Attitudes_of_Effective_Teachers_Implications_for_Teacher_Training Hester, P. (2002). What teachers can do to prevent behavior problems in schools. Preventing School Failure: Alternative Education for Children and Youth, 47(1), 33–38. doi: 10.1080/10459880309604426 Jennings, P. A. & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525. doi: 10.3102/0034654308325693 Koomen, H. M. Y., & van der Leij, A. (2008). Teacher-Child Relationships and pedagogical practices: Considering the teacher’s perspective. School Psychology Review 37(2), 244–260. Lester, R. L., Allanson, P. B., & Notar, C. E. (2017). Routines are the foundation of classroom management. Education, 137(4), 389–412. Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Researched-based strategies for every teacher. Alexandria, VA: Association for Supervision and Curriculum Development. MacSuga-Gage, A.S., Simonsen, B., & Briere, D. E. (2012). Effective teaching practices that promote a positive classroom environment. Beyond Behavior, 22(1), 14–22. Marlowe, M. (2011). The relationship-driven classroom: The stories of Torey Hayden. Reclaiming children and youth, 20(1), 10–15. Meloy, J. M. (2002). Writing the qualitative dissertation: Understanding by doing. Mahwah, NJ: Lawrence Erlbaum. TEACHER ATTRIBUTES 53 Pierson, R. (2013, May). Rita Pierson: Every kid needs a champion [video file and transcript]. Retrieved from https://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion Pinnell, G.S. (2003). How can I get it all done? Instructor, 113(2), 27. Rusu, C., Laurentiu, S., & Panaite, O. (2012). The ideal teacher: Theoretical and investigative approach. Procedia Social and Behavioral Sciences, 3, 1017–1021. Smith, M. A., & Misra, A. (1992). A comprehensive management system for student in regular classrooms. The Elementary School Journal, 92(3), 353–371. Sprick, R. (2009). CHAMPS: A proactive & positive approach to classroom management (2nd ed.). Eugene, OR: Pacific Northwest Publishing. Stewart, S. C., Evans, W. H., Witt, W. H., & Kaczynski, D. J. (1997). Setting the stage for success: Assessing the instructional environment. Preventing School Failure, 41(2), 53–56. Stronge, J. H. (2007). Qualities of effective teachers (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Thijs, J. T., Koomen, H.M.Y., & Leij, A.V. D. (2008). Teacher-child relationships and pedagogical practices: Considering the teacher's perspective. School Psychology Review, 37(2), 244–260. Trussell, R. P. (2008). Classroom universals to prevent problem behaviors. Intervention in School and Clinic, 43(3), 179-185. Wong, H. K., Wong, R. T., Jondahl, S. F., & Ferguson, O. F. (2014). The classroom management book. Mountain View, CA: Harry K. Wong Publications. Yoon, J. S., (2002). Teacher characteristics as predictors of teacher-student relationships: Stress, negative affect, and self-efficacy. Social Behavior and Personality, 30(5), 485–494. TEACHER ATTRIBUTES 54 APPENDIX A Self-Evaluation TEACHER ATTRIBUTES 55 Self-Evaluation Form Date: _________________________ Classes taught: __ 4th Math __ 5th Math __6th Math __ 4th LA __ 5th LA __ 6th LA consistently = occurred in all class settings Most of the time = occurred in more than half of the classes Rarely = occurred in less than half of the classes Never = never occurred Consistently Most of the time Rarely Never Attributes 1. Prepared 2. Affect: pleasant and greets students 3. Provides clear expectations to the class 4. Social & Emotional Role Model 5. Respect 6. Provides encouragement 7. Culturally aware & sensitive Relationships 1. Greeted students 2. Rapport and listened to students 3. Respond to Students 4. Learned something about student(s) Classroom Management 1. Rules posted/reviewed/followed 2. Procedures adhered to 3. High rates of direct praise 4. Reinforcers Environment/Physical 1. Classroom set-up ready for each group 2. Materials ready/accessible 3. Pathways are clear Environment/Learning 1. OTR (opportunities to respond) 2. Interactive Instruction 3. Circulates during instruction/class time Reflection questions: TEACHER ATTRIBUTES 56 1. What went well today? 2. What needs improvement for tomorrow? 3. What were some of the comments from the students to let me know I am on the right track? 4. What did the students do to let me know how things are going – either positively or negatively? 5. What strategies or routines can I add to make the classroom environment better? 6. What other comments do I have about today? TEACHER ATTRIBUTES 57 APPENDIX B Student Evaluation TEACHER ATTRIBUTES 58 Feedback Form I am in the grade. After reading each question, put a check mark in the applicable box. Thank you. always sometimes never 1. I like having Mrs. Jensen as my new teacher. 2. Mrs. Jensen treats me with respect. 3. Mrs. Jensen greets us when we come to class. 4. Mrs. Jensen talks and listens to me. 5. I like how our classroom looks. 6. Our classroom is comfortable and welcoming. 7. It is easy to find what I need. 8. It is easy to move around in our room. 9. Rules are posted in our room. 10. I know our classroom rules. 11. The rules in our classroom are fair. 12. The rules help everyone learn. 13. I know the procedures in our classroom. 14. I know what the expectations are in our class. 15. Mrs. Jensen makes the lessons fun. 16. I get to participate in the lessons. 17. If I need help, I know I can ask for help 18. Anything you would like to write about Mrs. Jensen 4th 6th 5th TEACHER ATTRIBUTES 59 APPENDIX C Parent and Observer Consent Form TEACHER ATTRIBUTES 60 IRB STUDY #18-ED-005 WEBER STATE UNIVERSITY INFORMED CONSENT TEACHER ATTRIBUTES THAT PROMOTE A POSITIVE CLASSROOM ENVIRONMENT You are invited to participate in a research study of how characteristics of an effective teacher can create a safe and engaging classroom environment. You were selected as a possible subject because you have a student in Mrs. Jensen’s special education resource class. We ask that you read this form and ask any questions you may have before agreeing to be in the study. The study is being conducted by Caleen Jensen, Weber State University Master of Education student. It is funded by solely by Mrs. Jensen. STUDY PURPOSE The purpose of this study is to examine specific characteristics of an effective veteran teacher that promote a positive learning environment. This study will define and demonstrate those characteristics, how they are enacted and accepted, and will be tracked in an actual classroom setting over a period of eight weeks. NUMBER OF PEOPLE TAKING PART IN THE STUDY: If you agree to participate, you will be one of twenty-six to thirty-five students between the grades 4th, 5th, and 6th subjects who will be participating in this research. PROCEDURES FOR THE STUDY: If you agree to be in the study, you will do the following things: Your student will only be asked to take a short survey at the conclusion of eight weeks. The survey will ask a question pertaining to the teacher, the classroom rules and procedures, classroom environment, how they liked or disliked the classroom climate, if they felt the lessons were engaging, and any additional comments if they have any. The surveys will be anonymous, students will not write their names on the surveys, nor will their names be written down by the teacher or the teacher assistant. The consent of the survey will not count towards points, grades, or rewards. The surveys will be collected, and scores calculated to determine the results. (copies of the survey are available for your consideration.) RISKS OF TAKING PART IN THE STUDY: Even if consent is granted and a student or students do not want to participate in completing a survey, they will not be held accountable for doing so, nor will they be subjected to discomfort or reprimand. If a student needs assistance to complete the survey, a school personal individual – not involved in our class can read the questions to them. BENEFITS OF TAKING PART IN THE STUDY You will not receive payment for taking part in this study. It is solely for the benefit of information pertaining to Mrs. Jensen’s master’s project. ALTERNATIVES TO TAKING PART IN THE STUDY: TEACHER ATTRIBUTES 61 Instead of being in the study, you have these options: no end survey participation. COSTS/ COMPENSATION FOR INJURY There is no costs/compensation for injury to any party participating in this survey, In the event of physical injury resulting from your participation in this research, necessary medical treatment will be provided to you and billed as part of your medical expenses. Costs not covered by your health care insurer will be your responsibility. Also, it is your responsibility to determine the extent of your health care coverage. There is no program in place for other monetary compensation for such injuries. However, you are not giving up any legal rights or benefits to which you are otherwise entitled. If you are participating in research which is not conducted at a medical facility, you will be responsible for seeking medical care and for the expenses associated with any care received. CONFIDENTIALITY Efforts will be made to keep your personal information confidential. We cannot guarantee absolute confidentiality. Your personal information may be disclosed if required by law. Your identity will be held in confidence in reports in which the study may be published and databases in which results may be stored. Organizations that may inspect and/or copy your research records for quality assurance and data analysis include groups such as the study investigator and his/her research associates, the Weber State University Institutional Review Board or its designees, and (as allowed by law) state or federal agencies, specifically the Office for Human Research Protections (OHRP) and the Food and Drug Administration (FDA) [for FDA-regulated research and research involving positron-emission scanning], the National Cancer Institute (NCI) [for research funded or supported by NCI], the National Institutes of Health (NIH) [for research funded or supported by NIH], etc., who may need to access your medical and/or research records. CONTACTS FOR QUESTIONS OR PROBLEMS For questions about the study, contact the researcher Caleen A. Jensen at 801 452-4560 or the researcher’s mentor Dr. Peggy Saunders, at 801 626-6278. For questions about your rights as a research participant or to discuss problems, complaints or concerns about a research study, or to obtain information, or offer input, contact the Chair of the IRB Committee IRB@weber.edu. VOLUNTARY NATURE OF STUDY Taking part in this study is voluntary. You may choose not to take part or may leave the study at any time. Leaving the study will not result in any penalty or loss of benefits to which you are entitled. Your decision whether or not to participate in this study will not affect your current or future relations with Mrs. Jensen at Pioneer Elementary school. SUBJECT’S CONSENT In consideration of all of the above, I give my consent to participate in this research study. I will be given a copy of this informed consent document to keep for my records. I agree to take part in this study. Subject’s Printed Name: _________________________________________________________ TEACHER ATTRIBUTES 62 Subject’s Signature:____________________________________ Date: ___________________ (must be dated by the subject) Printed Name of Person Obtaining Consent: _________________________________________ Signature of Person Obtaining Consent:_____________________ Date: ________ If the study involves children who will be providing their assent on this consent document, rather than on a separate assent document, use the following signatures: Printed Name of Parent: Signature of Parent:______________________________________ Date: TEACHER ATTRIBUTES 63 APPENDIX D Research Approval Letters TEACHER ATTRIBUTES 64 TEACHER ATTRIBUTES 65