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Action Research by Jennifer Simpkins, Feb.10, 1998

 

Introduction

My central concern in my practice is to continually work on developing effective classroom management techniques. I was able to address this concern, in part, during my practicum in a grade one classroom. The children in this class lacked focus during carpet time. As soon as they moved from their tables to the carpet, their attention was drawn away from the teacher and was placed on one another. The reason for this shift of focus was their choice of seating. These students did not have a clear understanding of space; personal nor general. Rather than choosing a spot where they could sit comfortably, they would sit directly behind another child or pressed up beside their neighbour. Due to their close proximity, the students were easily distracted. Their lack of focus resulted in a demonstrated lack of respect for their teacherís presentation and for one another.

 

The Process

My associate teacher commented to me on her frustration with regards to this issue so I decided to make it my prime focus for research. Since I was teaching many of the gym periods for this class, I decided to introduce the students to the concept of spatial awareness through creative movement. I began by explaining the terms personal and general space to the students. I explained personal space as a spot in the gym where they could move comfortably without coming in contact with anyone else. I also explained that this was a small area, about the size of a large hoola-hoop. I would have them move in different ways in their own space, generally meaning on the spot, and would later introduce the concept of general or shared space. General space was explained as a shared space where everyone could travel freely without bumping into one another. At this point, I stressed the importance of focus during our activities. I emphasized the need for the students to be aware of their peers and to find open spaces to move through instead of congested areas where they might collide. I concentrated on leading cooperative games and movement activities, that encouraged the students to focus work as an effective unit.

Movement activities not only helped me to teach the students about personal and general space but they also provided a medium through which the students could help develop focus and concentration skills. Music, sounds and movement attract childrenís attention and the more these elements can be used productively in a classroom, the more directed the studentsí focus will become. Participation in the movement activities required a great amount of concentration from the students. Their ability to remain focused during the activities resulted in successful movement endeavours. Through participation in these activities, the students gained a greater sense of awareness for one another in a shared space. They effectively chose pathways of movement, which were free of obstacles, and they learned to make quick decisions in order to avoid collisions. By becoming more attuned with what was happening around them, the students learned to share the space in a positive and effective manner.

This issue of spatial awareness needs constant reinforcement and cannot be remedied by a single unit in creative movement. In order for this particular method to retain its effectiveness, the ideas and activities need to be included in the daily classroom schedule. In addition, the work done to rectify the carpet time disruptions cannot be isolated events taking place only in the gymnasium. For an effective transfer of learning to occur the teachings must also occur in the classroom.

In order to transfer the learned spatial concepts from the gymnasium to the classroom I continued to use my movement terminology to reinstate the concepts of space during carpet time. For instance, I would say to the students," I want all of you to sit in your own personal space." and would reiterate what constituted a personal space. I would also ask the students to make shapes in their personal space when they first came to the carpet. By giving them something to do during this transition time, I helped to focus their attention and reduced the amount of disruptions.

 

The Results:

• The students gained a clearer understanding of personal space. They would often sit on the carpet and extend their arms out to the sides, in front and behind of themselves in order to define their space.
• Their focus and concentration improved. They no longer bumped into one another while moving and playing in the gym and classroom. They began to listen more attentively to instructions and paid attention to what was going on around them.
• They demonstrated a greater degree of respect for each otherís personal space. They were less intrusive of each others space when sitting on the carpet.
• Rather than argue about right of way during a movement activity, the students would quickly change directions or movement ideas to avoid collisions.

 

Conclusion:

I began to realize during my research that the disruptions occurring during carpet time were not based solely on the studentsí lack of spatial awareness. What became apparent to me was that their lack of focus during this class time was also due to the manner in which the material was being presented. Often the activities that were being led during carpet time were teacher-focused and not particularly interactive. This lack of student activity definitely contributed to the children's restlessness and inattentiveness. I noted that when I led cooperative activities during carpet time the studentsí concentration and focus greatly improved. The issue of space was no longer an issue as I would often have them sit in a circle. This project reinforced the notion that problems are often multifaceted and that, as a teacher, I need to approach problem-solving from many different perspectives.

By teaching the students the differences between personal and general space, they began to understand the amount of space they required on the carpet to sit comfortably. They also discovered how to position themselves in this space to get a clear view of the teacher. Teaching spatial awareness through creative movement exercises was effective but lasting results will only occur if their teacher chooses to reinforce these teachings.

 

Movement Activities and Games:

People to People - Have the students begin by moving through general space. You can either have them walk or do any other movement you or they choose. After they have been moving for a while, call out names of body parts. For example, if I called out, "Nose to knee!", the students would need to quickly find a partner and put their nose to their partner's knee. Partner groupings will constantly change as they are random pairings. This activity encourages listening and concentration skills and provides a medium through which the students can work cooperatively in both personal and general space.

Sculptor and Clay - In partners, the students decide who will be the sculptor and who will be the clay. The person who is the clay must crouch down to form a ball. The sculptor must then, without talking, create something with the clay by gently moving their partner's body into the desired shape. Concentration, cooperation and focus skills are practiced in this activity where the students are sharing each other's personal space. 

Cooperative Hoops - This activity is similar to musical chairs without the element of elimination. To begin, place 6 to 8 hoola-hoops on the floor throughout the gym. When the music begins, the children must move however you or they choose around the hoops. When the music stops, they must find a hoop to stand in. A hoop is removed each round, requiring the children to share the remaining hoops. When it becomes difficult for the students to have their entire bodies in the hoop, they need only have a part of their body inside. This game promotes cooperation, focus and listening skills. The activity is also a great tool to reinforce the concepts of personal and general space.

Moving and Freezing in Personal and General Space - This very simple activity is almost self-explanatory. You may use sounds, music or gestures as your control signal. Begin by having the children move through general space. When you use your signal they must freeze. You can determine how they will freeze, i.e.: in a low shape, an asymmetrical shape, etc. After this initial freeze you can alternate having them move between general and personal space. The students practice listening and concentration skills while reviewing concepts of space. 

Cooperative Machine - One student begins this activity in the centre of the circle by creating a movement and sound combination in personal space (on the spot). One by one the other students will connect to this central child with their own movements and sounds. There must be a physical connection between the children in order for the machine to function. The movements and sounds do not have to relate. Once everyone is attached and the machine has been given some time to work as a unit, you can turn it off and have the students sit in a circle. Encourage the students to continue the activity by discussing what kind of machine they think they have created. Skills in observation and cooperation are put to use in this activity.

Razzle Dazzle - This movement activity is another great one for having the students practice their observation and concentration skills. Everyone stands in a circle and the activity begins with one student in the middle of the circle who performs a movement and sound creation. They will perform once to the class and the class will, in unison, repeat it back to the student. Each child will have a turn at dazzling his/her peers.

 

Resources:

Green Gilbert, Anne. Creative Dance For All Ages. Retson: American Alliance for Health, Physical Education, Recreation and Dance, 1992

"I see boys feeling confident in their masculinity yet caring and cooperative with both sexes. I see whole classes of initially uncooperative children learning to solve problems together."

 

Learning Outcomes:

Dancers increase their listening skills and learn to follow directions.

Dancers sharpen their skills of observation.

Dancers learn to solve movement problems that are both simple and complex, honing their problem-solving skills.

Dancers learn self-discipline as they develop skills and create dances.

Dancers learn to cooperate with others through partner and group work.

Dancers bond with one another through positive physical contact and the sharing of ideas and space.

Stinson, Sue. Dance For Young Children. Retson: American Alliance for Health, Physical Education, Recreation and Dance, 1988.