Data Collection
Curricular Themes
Most students are not ready to jump straight into Conflict Resolution. I needed to begin teaching the foundation of CR and I did this using six curricular themes:
1. Getting to Know You
2. Responsibility
3. Respect
4. Friendship
5. Feelings
6. Conflict Resolution
Lessons were taught in each of these themes to allow students the practice needed to build the skills for Conflict Resolution. As we explored these themes as a class, I collected data in several ways.
Parent Permission
At the beginning of the school year I sent home letters to all of my students’ parents explaining that I am working toward my Master’s in Teacher Leadership at the High Tech High Graduate School of Education. The letter described my Action Research project, the steps that will be taken during the year, and that all students will be participating but a select few will be asked to do additional tasks with the signing of the permission slip. Accompanied with the letter was a permission slip for further participation in the project. I received all permission slips back from my students’ families and all are able to participate in my research.
Surveys
Once the permission slips were signed I started by giving all of the students surveys. These oral surveys asked students about conflicts, peace, and how they solve problems. In many cases, I would orally give students a common conflict and ask how they would handle the situation and what words they would use to solve the conflict. A few sample questions were:
1. Tell me about a time when you were happy and got along with a friend.
2.You are waiting in line to go on the slide and another child pushed their way in front of you. How do you feel? What would you say to them?
See Appendix E for a complete sample. Based on the data I received from the surveys I determined the students that were interviewed to get a better understanding about what they know, what they don’t know, and how they feel about conflict resolution. Throughout the first few months of school I gave other surveys to my students to see if they were becoming more confident problem solvers. Formal surveys were conducted about once a month.
Interviews
After the completion of the initial surveys I picked certain students to interview. Those interviews determined my Focus Students (five) for the remainder of the project. I had a mix of students that were an equal sampling of my class. I wanted to have a range of students representing many aspects (gender, age, siblings, language proficiency, and academic levels). After the initial interview I scheduled follow up interviews (both independently and as a group) with my Focus Students.
Originally, I expected to interview my Focus Students every three weeks, however it became evident that I wanted to get input from my entire class. My project was about creating a community with my whole class so I felt I should see how everyone was learning to solve conflicts. I wanted to know if they were actually using the CR skills on their own. These interviews were still held in mixed flexible, small groups.
During interviews I showed students video clips and photos and had them explain/describe what they saw. If a video was of a successfully solved problem, I wanted the students to tell me what worked, how the students were able to solve the conflict, and what words they were able to use to solve the conflict peacefully. I used questions like: What did you see? What was the conflict about? What words did the students use? Did they have to get help from a grown up? Essentially I wanted my students to reflect on the conflict that had already been solved to learn what ways worked to solve conflicts and what ways tended to escalate the conflicts.
I also held interviews with the entire class almost every day. We ended our school day in a circle and discussed the events of the day. I recorded these conversations about friendship, respect, feelings, and CR.
Observations
Observations became the area that I focused on the most during the school day. I wanted to keep track of who was solving problems, who was taking initiative, who was tattling and how often. I also wanted to observe how problems were being solved, to what frequency, how often students were unable to solve a problem, how a conflict escalated, and what students did when they realize they were unable to solve a conflict independently. I kept track of this information by using anecdotal notes. I kept a journal that I wrote in daily to help organize my thoughts and observations. It became obvious that I needed a way to capture what was happening with my students in the moment and simply journaling at the end of the day was not enough. I wore an apron everyday that contained a Flip Video Camera, an Audio Digital Recorder, a Digital Camera, a pencil and Post-Its. I was able to keep track of information easily because everything I needed was readily available when I was teaching and students were having conflicts.
Most students are not ready to jump straight into Conflict Resolution. I needed to begin teaching the foundation of CR and I did this using six curricular themes:
1. Getting to Know You
2. Responsibility
3. Respect
4. Friendship
5. Feelings
6. Conflict Resolution
Lessons were taught in each of these themes to allow students the practice needed to build the skills for Conflict Resolution. As we explored these themes as a class, I collected data in several ways.
Parent Permission
At the beginning of the school year I sent home letters to all of my students’ parents explaining that I am working toward my Master’s in Teacher Leadership at the High Tech High Graduate School of Education. The letter described my Action Research project, the steps that will be taken during the year, and that all students will be participating but a select few will be asked to do additional tasks with the signing of the permission slip. Accompanied with the letter was a permission slip for further participation in the project. I received all permission slips back from my students’ families and all are able to participate in my research.
Surveys
Once the permission slips were signed I started by giving all of the students surveys. These oral surveys asked students about conflicts, peace, and how they solve problems. In many cases, I would orally give students a common conflict and ask how they would handle the situation and what words they would use to solve the conflict. A few sample questions were:
1. Tell me about a time when you were happy and got along with a friend.
2.You are waiting in line to go on the slide and another child pushed their way in front of you. How do you feel? What would you say to them?
See Appendix E for a complete sample. Based on the data I received from the surveys I determined the students that were interviewed to get a better understanding about what they know, what they don’t know, and how they feel about conflict resolution. Throughout the first few months of school I gave other surveys to my students to see if they were becoming more confident problem solvers. Formal surveys were conducted about once a month.
Interviews
After the completion of the initial surveys I picked certain students to interview. Those interviews determined my Focus Students (five) for the remainder of the project. I had a mix of students that were an equal sampling of my class. I wanted to have a range of students representing many aspects (gender, age, siblings, language proficiency, and academic levels). After the initial interview I scheduled follow up interviews (both independently and as a group) with my Focus Students.
Originally, I expected to interview my Focus Students every three weeks, however it became evident that I wanted to get input from my entire class. My project was about creating a community with my whole class so I felt I should see how everyone was learning to solve conflicts. I wanted to know if they were actually using the CR skills on their own. These interviews were still held in mixed flexible, small groups.
During interviews I showed students video clips and photos and had them explain/describe what they saw. If a video was of a successfully solved problem, I wanted the students to tell me what worked, how the students were able to solve the conflict, and what words they were able to use to solve the conflict peacefully. I used questions like: What did you see? What was the conflict about? What words did the students use? Did they have to get help from a grown up? Essentially I wanted my students to reflect on the conflict that had already been solved to learn what ways worked to solve conflicts and what ways tended to escalate the conflicts.
I also held interviews with the entire class almost every day. We ended our school day in a circle and discussed the events of the day. I recorded these conversations about friendship, respect, feelings, and CR.
Observations
Observations became the area that I focused on the most during the school day. I wanted to keep track of who was solving problems, who was taking initiative, who was tattling and how often. I also wanted to observe how problems were being solved, to what frequency, how often students were unable to solve a problem, how a conflict escalated, and what students did when they realize they were unable to solve a conflict independently. I kept track of this information by using anecdotal notes. I kept a journal that I wrote in daily to help organize my thoughts and observations. It became obvious that I needed a way to capture what was happening with my students in the moment and simply journaling at the end of the day was not enough. I wore an apron everyday that contained a Flip Video Camera, an Audio Digital Recorder, a Digital Camera, a pencil and Post-Its. I was able to keep track of information easily because everything I needed was readily available when I was teaching and students were having conflicts.
Data Analysis
Interviews and Surveys
Nearly all reflections were done orally due to the age of my students. During surveys and interviews I used real pictures, videos, and fictional situations for students to resolve and reflect upon. Surveys were given independently, where interviews were held at times individually but more often in groups to get students collaborating and communicating together. Surveys and interviews were digitally recorded. During the transcription of both I pulled out common words used and saw themes naturally emerging. I wanted to know what they thought a peaceful resolution looked like and what the opposite would look or even feel like. I also wanted to know how each person felt after a conflict to see if it was a negative or positive outcome. Depending on the results from my students, I was able to work in other related areas of CR depending on the overall feel of the class.
To include students in the collection and analysis of the data I set up an area of my classroom that was designated for problem solving data. Students had a chart set up where they were able to record conflict information. We tracked how many times students solved a conflict, compromised, or got help to solve the conflict. They used a tally system as a visual and I then compiled that data and broke it down into when conflicts were solved the most and least (days of the week and times of the day).
The class then decided that they wanted to share what they had learned this year about conflict resolution with other students. We felt the best way would be to make a video of them solving conflicts. We brainstormed different conflicts that could happen during a school day. Each group wrote and acted out each scene while I recorded. It became a “How to Guide” for solving conflicts in an elementary classroom.
Observations
Observation was one of the most crucial ways for me to gather data. I took daily anecdotal notes in a small notebook that I kept in my apron. I also recorded my students on the digital recorder and Flip camera. It was an easy way for me to keep track of how students were using conflict resolution strategies. I was able to watch my students’ self confidence improve, see how they were approaching conflicts, and if they were becoming more independent.
Nearly all reflections were done orally due to the age of my students. During surveys and interviews I used real pictures, videos, and fictional situations for students to resolve and reflect upon. Surveys were given independently, where interviews were held at times individually but more often in groups to get students collaborating and communicating together. Surveys and interviews were digitally recorded. During the transcription of both I pulled out common words used and saw themes naturally emerging. I wanted to know what they thought a peaceful resolution looked like and what the opposite would look or even feel like. I also wanted to know how each person felt after a conflict to see if it was a negative or positive outcome. Depending on the results from my students, I was able to work in other related areas of CR depending on the overall feel of the class.
To include students in the collection and analysis of the data I set up an area of my classroom that was designated for problem solving data. Students had a chart set up where they were able to record conflict information. We tracked how many times students solved a conflict, compromised, or got help to solve the conflict. They used a tally system as a visual and I then compiled that data and broke it down into when conflicts were solved the most and least (days of the week and times of the day).
The class then decided that they wanted to share what they had learned this year about conflict resolution with other students. We felt the best way would be to make a video of them solving conflicts. We brainstormed different conflicts that could happen during a school day. Each group wrote and acted out each scene while I recorded. It became a “How to Guide” for solving conflicts in an elementary classroom.
Observations
Observation was one of the most crucial ways for me to gather data. I took daily anecdotal notes in a small notebook that I kept in my apron. I also recorded my students on the digital recorder and Flip camera. It was an easy way for me to keep track of how students were using conflict resolution strategies. I was able to watch my students’ self confidence improve, see how they were approaching conflicts, and if they were becoming more independent.
