Classroom Interruptions 2
Classroom Interruptions
Joel M. Spitzer
ED 646
Dr. Ronald Helms, Ph.D.
Wright State University
July 13, 2006
65
Abstract
The purpose of my study was to identify the amount and specific types of classroom interruptions. Additionally, I wanted to see if there was a relationship between the frequency of the interruptions and the effectiveness of student learning during that class period. The data collection methods I chose to employ in this study included a log of classroom interruptions to quantitatively obtain a measure of the total number of classroom interruptions, the number during each class period, and the source of the interruption. I also recorded an impression of the relative effectiveness of instruction received by the students in each class to see if it related to the interruptions. I also developed a questionnaire to give to additional teachers in the Social Studies department to get both their impressions on the interruptions they experience in their own classrooms, as well as to inquire about their ideas on improvements that could reduce these interruptions.
For data analysis, I read through all the data, organized the data into spreadsheets, and sorted the data into a number of different comparisons. These included the number of class interruptions versus the class effectiveness rating, the number of class interruptions versus the day of the week, the number of class interruptions versus the period of the day, and the number of each specific type of interruption observed.
From this research, I was able to find that the number of classroom interruptions varied greatly between the two schools I studied, and that administration policies and attitudes seemed to be a contributing factor in the disparity. I was also able to find a correlation between the number of classroom interruptions and the likelihood of a reduced classroom effectiveness rating.
Table Of Contents
Literature Background of the Study / 4
Purpose of the Study / 6
Problem Statement / 7
Research Questions / 7
Definition of Terms / 7
Pilot Study / 8
Data Collection Methods / 9
Data Analysis Methods / 10
Significance of the Study / 10
Limitations of the Study / 11
Summary / 11
Chapter 2
Lost Instructional Time / 12
General Interruptions / 12
Classroom Pullouts / 14
Classroom Visits / 16
Non-Instructional Events / 17
Public Address System / 18
Cell Phones / 19
Prevention / 20
Policy / 22
Relevance to my Study / 24
Summary / 25
Chapter 3
Research Settings / 27
Author / 31
Research Ethics / 32
Data Collection Methods / 32
Data Analysis Methods / 33
Summary / 34
Chapter 4
Number of Interruptions / 35
Effect of Interruptions / 39
Effect of Interruption Reductions / 41
Relationship to Literature Review / 42
Summary / 43
Chapter 5
Summary of the Study / 44
Recommendations / 45
My Action Plan / 46
Summary / 47
References / 48
Appendices
A – Pilot Study / 50
B – Questionnaire Regarding Classroom Interruptions for Other Teachers / 59
C – Log Sheet For Classroom Interruptions and Class Effectiveness Rating / 61
D – Data on Number of Class Interruptions and Class Performance Rating / 63
Chapter One
In this chapter, I will discuss a few of the major literature sources which provide a foundation for this study on classroom interruptions, the purpose of this study, the problems addressed in this study and my research questions. I will also briefly discuss the data collection and data analysis methods used. Lastly, I will discuss the limitations and the significance of this study.
Literature Background of the Study
My literature review centers on classroom interruptions and the prevention of these interruptions. The interruptions include classroom pullouts, classroom visits, non-instructional events, the public address system and cell phones. The prevention of interruptions is grouped into preventative actions which can be taken by individual classroom teachers and policies which need to be implemented by the school administration.
Classroom Pullouts
Classroom pullouts are an interruption which the literature frequently cites as one of the more annoying interruptions to teachers. A 1995 study by the Newfoundland and Labrador Department of Education found that approximately eight percent of the school day was lost due to students entering and leaving the classroom. Elovitz (2002) points out that one major source of classroom interruptions is students being pulled out and returning to class for various special activities and testing. Armstrong (1995) was especially frustrated by passes excusing students from her class.
Classroom Visits
Leonard (2001) in a study found interruptions from classroom visits ranging from message delivery, unspecified visitors, other teachers, other students, parents, telephone calls and administrators to be seven of the eight most common externally imposed interruptions on the classroom (the public address system was the most common interruption). Clavel (2003) made his own list of interrupting classroom visits.
Non-instructional Events
A 1995 study by the Newfoundland and Labrador Department of Education found that schools there lost over 50 hours of instructional time per year to non-instructional events. Leonard (2001) discussed various studies showing that almost 60% of the school day was used up by non-instructional events such as class transitions, recess, lunch and nonacademic activities. In his 2003 work, Leonard cites that the Austin Independent School District in Texas observed instructional time wastage and made changes which reclaimed an average of 23.5 minutes per day, the equivalent of 16 full days per school year.
Public Address System
Every study I found listed use of the public address system as the most often occurring classroom interruption. A study by Leonard (2001) showed that 80% of teachers identified intercom announcements as a classroom interruption they experienced, over twice as many as identified any other source of classroom interruptions. Armstrong (1995) could not understand the thinking of administrators who espouse the sanctity of the learning process, yet think nothing of interrupting the concentration of the entire school. Clavel (2003) also despairs of the loss of student’s concentration due to the public address system.
Cell Phones
Cell phones are part of a relatively new technology that has the potential to disrupt the classroom. Ullmer (2004) states that over 50% of teenagers now have a cell phone and that parents have a need to know where their kids are in the aftermath of the September 11, 2003 terrorist attacks. Gilroy (2004) took a look at cell phones in college classrooms. In spring 2003, the National Education Association higher-education division ran a poll asking if professors should ban cell phones in their classrooms. An overwhelming 85% answered “yes”.
Individual Teacher Interruption Prevention Actions
Armstrong (1995) lists three preventative actions a teacher can take. In the Classroom Teacher’s Survival Guide by Partin (2004), several guidelines for preventing interruptions and for handling them once they occur are provided.
Administrative Interruption Prevention Policies
Many schools have policies regarding the limitation of classroom reductions. Most of these state that the Board of Education recognizes the importance of providing the students with sustained uninterrupted instruction. Towards that end, they will make every effort to reduce classroom interruptions. Guidelines are summarized from the La Granada Elementary School (2002), Durham Public Schools (1999) and the Oxnard School District (2002).
Purpose of the Study
The purpose of this study was to identify the amount and specific types of classroom interruptions. Additionally, I desired to determine if there was a relationship between the frequency of the interruptions and the effectiveness of student learning during that class period. Finally, I wished to see if any intervention strategies could be used to reduce or eliminate the effects of these classroom interruptions.
As a student intern, I found a large difference in the amount of classroom interruptions occurring at the two schools I observed. This seems to be the result of one of the schools taking proactive measures described in the literature to prevent interruptions while the administration of the other school were often the source of classroom interruptions.
Problem Statement
Interruptions during classroom instruction time have the tendency to break the momentum of the lesson and to cause a greater loss of instructional time than merely the time during which the interruption occurs.
This study looked for a relationship between the number of outside interruptions (and internal class interruptions as well) and the perceived quality and quantity of the learning completed by the students. This rating of the learning was compiled by myself as a passive observer, though when it was apparent that the entire lesson was not completed, I consulted with the classroom teacher as to how much was accomplished. I also searched for ways to reduce these interruptions or to at least minimize their undesirable effects.
Research Questions
The research questions which guided my research study were:
· How many interruptions (internal and external) are currently being experienced in my classroom?
· How will these interruptions affect the quantity and quality of student learning?
· What effects will the reduction of classroom interruptions have on the quantity and quality of student learning?
Definition of Terms
There are several terms which were be used in this action research project which need to be defined.
· To interrupt is defined by Webster’s New Collegiate Dictionary as to stop or hinder by breaking in, or to break uniformity or continuity.
· Interruptions are defined as disruptions to the class of a nature serious enough to interrupt the flow of the class.
· Outside interruptions are defined as interruptions originating from outside the classroom.
· Inside interruptions are defined as interruptions originating with the students in the classroom.
· Student learning is defined as a subjective rating if the material planned for the class was received by the students. A “1” rating means the plan for the class was accomplished, a “2” rating means the class achieved less than planned, and a “3” rating means the class did not come close to accomplishing its plan for the day.
· Reduction of interruptions will be defined as actions I will be taking to try to minimize the disruption to the classroom learning process while I am the lead teacher in the spring of 2005.
Pilot Study
This pilot study (see Appendix A) was undertaken to determine the number of interruptions to classroom instruction time and the effects of these interruptions on student learning. Interruptions during classroom instruction time have the tendency to break the momentum of the lesson and to cause a greater loss of instruction time than merely the time during which the interruption occurs.
During passive classroom observation, I created a log of classroom interruptions to quantitatively measure the classroom interruptions and an impression of the relative effectiveness of instruction received by the students in each class. I also gave a questionnaire to additional teachers in the S.S. department to inquire about their ideas on improvements that could reduce their own interruptions.
For data analysis, the data was studied and organized into a spreadsheet. The pilot study discovered that there was an average of almost one interruption for every 45 minute class period. The data also showed that classes where the students achieved less than planned tended to have a larger number of interruptions. The number of class interruptions tended to be greater at the end of the week than at the beginning of the week and the number of interruptions tended to be greater during the later periods of the day than during the early ones.
The pilot study was helpful in many ways. I identified several types of classroom interruptions which I then tracked during my next placement. The results also confirm my initial thought that interruptions were a problem in the classroom, and this has reinforced my desire to further study the situation. The questionnaire results also provided some ideas for how to reduce interruptions.
Data Collection Methods
For my action research project, the first method I used was to create a log of classroom interruptions to be able to quantitatively obtain a measure of the total number of classroom interruptions, the number during each class period, and the sources of the interruptions.
The second method I used was to record an impression of the relative effectiveness of instruction received by the students in each class to see if it related to the interruptions. The data collection of the interruptions and class effectiveness occurred in my placement classrooms where I will be mostly a passive observer and an occasional active participant in the classroom.
I also developed a questionnaire to give to additional teachers at my winter placement school to get both their impressions on the interruptions they experience in their own classrooms, as well as to inquire about their ideas on improvements that could reduce these interruptions and their negative consequences. The questionnaire was given to teachers at a time which allowed them fill it out at their convenience and anonymously return it. Data collection methods were derived from suggestions found in Mills (2002).
Data Analysis Methods
For data analysis, the first step was to read through all the data, looking for any obvious trends. Next I organized the data into spreadsheets, so that items such as the total mean and median number of interruptions could be determined using the methods found in Mills (2002). Next, I sorted the data into a number of different comparisons, such as the number of class interruptions versus the class effectiveness rating, the number of class interruptions versus the day of the week, the number of class interruptions versus the period of the day, and the number of each specific type of interruption observed.
Significance of the Study
This study is significant to me as a future teacher; as it both provides me with an awareness of the disruptions caused when I interrupt another class, and it allows me to proactively attempt to reduce the disruptions in my own classes. This will be significant for the amount of learning being accomplished by my own students.
Administrators will be able to benefit from this study by following its recommendations to reduce the amount of interruptions experienced throughout all the classrooms in the school and thus increasing the amount of instructional time which their students experience.