Results
Theme 1: Students were more likely to become distracted when independent activities were overly simplistic.
I discovered that overly simplistic independent activities, such as finding reading words posted in classroom, puzzles, and independent reading, lack the necessary complexity to be thoroughly engaging and were more likely to lead to disruptive student behaviors. For example, I observed a group of students who were independently working on puzzles in the corner of the classroom become distracted. Initially, these students began giggle while pretending to work on their puzzle. Eventually, the giggling led to more disruptive behaviors. Similarly, students started chasing each with wands that were intended to be used to find reading words posted around the classroom. I believe my experience demonstrates that independent activities need to be sufficiently complex to be effective. Otherwise, even students who normally follow rules and self-regulate their behavior lose focus. In addition, an interesting pattern emerged based on the feedback from students about independent activities. That is, students who mentioned some of the more basic independent activities as being their favorites tended to be students who frequently engaged in disruptive behaviors. On the other hand, the higher performing students in the classroom frequently mentioned the basic independent activities as being their least favorite activities and made comments about “how wild it got during activities like read around the room.”
Theme 2: Students put more effort into their seatwork assignments without the enticement of free play time.
Based on quantitative evidence and a review of work samples, I discovered that students spent more time doing their seatwork assignments and were also more likely to finish their seatwork assignments after eliminating free play time as the next activity when seatwork assignments were completed. In addition, I noticed that student work tended to be neater and more complete as demonstrated by the “before” and “after” work samples. Below is sample work of a child who used to be constantly off task and would frequently choose not to finish seat work before play.
I discovered that overly simplistic independent activities, such as finding reading words posted in classroom, puzzles, and independent reading, lack the necessary complexity to be thoroughly engaging and were more likely to lead to disruptive student behaviors. For example, I observed a group of students who were independently working on puzzles in the corner of the classroom become distracted. Initially, these students began giggle while pretending to work on their puzzle. Eventually, the giggling led to more disruptive behaviors. Similarly, students started chasing each with wands that were intended to be used to find reading words posted around the classroom. I believe my experience demonstrates that independent activities need to be sufficiently complex to be effective. Otherwise, even students who normally follow rules and self-regulate their behavior lose focus. In addition, an interesting pattern emerged based on the feedback from students about independent activities. That is, students who mentioned some of the more basic independent activities as being their favorites tended to be students who frequently engaged in disruptive behaviors. On the other hand, the higher performing students in the classroom frequently mentioned the basic independent activities as being their least favorite activities and made comments about “how wild it got during activities like read around the room.”
Theme 2: Students put more effort into their seatwork assignments without the enticement of free play time.
Based on quantitative evidence and a review of work samples, I discovered that students spent more time doing their seatwork assignments and were also more likely to finish their seatwork assignments after eliminating free play time as the next activity when seatwork assignments were completed. In addition, I noticed that student work tended to be neater and more complete as demonstrated by the “before” and “after” work samples. Below is sample work of a child who used to be constantly off task and would frequently choose not to finish seat work before play.
Even when I gave students the option to do their seatwork assignment or a literacy activity, all but one student decided to complete the seatwork assignment first.
Theme 3: Group activities keep students engaged for a longer period of time compared to independent activities.
I found that students were more excited and eager to play group games than to work independently. When I watched small groups of students, typically 3 to 4 at a time, play a particular game, they were loud, but learning was taking place. They were constantly talking about the game and working together. Perhaps most importantly, I observed that students remained engaged with group activities for a longer period of time compared to independent activities. I believe group games are particularly effective with Kindergarten aged students because they thrive when there are defined rules to a game or activity. Based on student feedback, group games were the overwhelming favorite over independent activities.
Theme 4: Student attitudes towards literacy activities improve when given an opportunity to select from different types of activities.
Initially, many students seemed confused and some were even visibly upset when they found out they could longer play with toys after completing their seatwork assignment. After three weeks, all of the students adapted to the new approach, and most appeared to be equally excited about the literacy activities. Based on student feedback and their reaction when assigned to a particular activity, I discovered that students prefer to choose their own activity. For example, when I assigned activities, I would hear students say, “Yes! I’m on green tub games. I love parking lot!” I believe this reaction indicates that students are even more willing to participate in a particular activity when it is something they enjoy. I even observed a group of students choose a literacy activity over playing with Legos and blocks during free play time.
Theme 3: Group activities keep students engaged for a longer period of time compared to independent activities.
I found that students were more excited and eager to play group games than to work independently. When I watched small groups of students, typically 3 to 4 at a time, play a particular game, they were loud, but learning was taking place. They were constantly talking about the game and working together. Perhaps most importantly, I observed that students remained engaged with group activities for a longer period of time compared to independent activities. I believe group games are particularly effective with Kindergarten aged students because they thrive when there are defined rules to a game or activity. Based on student feedback, group games were the overwhelming favorite over independent activities.
Theme 4: Student attitudes towards literacy activities improve when given an opportunity to select from different types of activities.
Initially, many students seemed confused and some were even visibly upset when they found out they could longer play with toys after completing their seatwork assignment. After three weeks, all of the students adapted to the new approach, and most appeared to be equally excited about the literacy activities. Based on student feedback and their reaction when assigned to a particular activity, I discovered that students prefer to choose their own activity. For example, when I assigned activities, I would hear students say, “Yes! I’m on green tub games. I love parking lot!” I believe this reaction indicates that students are even more willing to participate in a particular activity when it is something they enjoy. I even observed a group of students choose a literacy activity over playing with Legos and blocks during free play time.