Tootling's Effect on Disruptive Classroom Behavior

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cityu.schoolSchool of Education and Leadership
cityu.siteSeattle
cityu.site.countryUnited States
dc.contributor.authorVoorhees, Caitlin
dc.date.accessioned2021-08-18T19:16:24Z
dc.date.available2021-08-18T19:16:24Z
dc.date.issued2021-06-23
dc.description.abstractThis action research study examined the effects of tootling, a behavior management system used to promote prosocial behavior, on students' frequency of disruptive classroom behaviors. The time spent on managing student disruption in the classroom cuts valuable learning time. 22 second grade students in a general education classroom participated. Students wrote tootles that detailed an observed positive behavior of a peer. The tootle slips were collected in a shoebox and read aloud to the class in a sharing circle once a week. ClassDojo was used to assess the percentage of positive and negative behaviors exhibited by each student. Data showed 82% of the students' positive behavior points increased. It boosted the morale of the class and students wanted to be recognized for their positive behaviors. Tootling was easy to integrate into the existing schedule and it can be added to an existing Positive Behavior Interventions and Supports (PBIS) system.
dc.identifier.urihttp://hdl.handle.net/20.500.11803/1478
dc.language.isoen
dc.publisher.institutionCity University of Seattle (CityU)
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjecttootling
dc.subjecttootle
dc.subjectdisruptive behavior
dc.subjectclassroom
dc.subjectstudent
dc.titleTootling's Effect on Disruptive Classroom Behavior
dc.typeCapstone
thesis.degree.disciplineElementary Education
thesis.degree.grantorCity University of Seattle
thesis.degree.levelMasters
thesis.degree.nameMaster in Teaching
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