Research Proposal on "Student Improvement"

Research Proposal 5 pages (1645 words) Sources: 2 Style: APA

[EXCERPT] . . . .

Student Improvement

Recommendations for Fourth and Fifth Grade Classrooms

In their articles, "4th-Grade Readers…Not Too Old to Snuggle" and "Thank You Miss Katherine," authors Anne Gatshall and Cynthia Compton present evidence of non-traditional curriculums for fourth and fifth grade students, suggesting its success. Through an examination of these articles, two primary similarities can be found: both articles discuss a progressive method of student learning and both relied in the principal of self-expression. In Gatshall's article, the author discusses a reading program in which fourth-grade students chose a college reading buddy and read books of their own choice out loud with that student. Certainly, the progressive undertones of such a program can be quickly noted. Indeed, the entire object of this program is to help students meet their emotional needs while receiving their education, something that was not happening prior to the program. Indeed, Gatshall (2009) states, "upper elementary age students have needs for nurturing and caring that are unique to their developmental stage" (pg. 2). Because children in the fourth and fifth grade "typically experience a classroom environment that shifts its focus from nurturing children to teaching content" (Gatshall, 2009, p.2), children may not be receiving the care that they need in order to help them develop emotionally and academically. The progressive theory behind the program provides for its education of the student as a whole person -- not just in an academic sense, but in a personal one as well. Further, the snuggle up and read program promotes a positive attitude toward learning, fostering in students the progressive idea that lifelong education and a love of learning are necessary. This can be seen through a comparison of the students' snuggle up and read program and the computer program that took its place in another testing group. Students using the computer saw no rise in reading scores, which suggests the snuggle up and read program's success had to do with its nurturing.

Like the snuggle up and read program, the progressive undertones of the Minds in Motion program that Compton (2008) discusses fosters a similar emotional response in students. This response may not be one that is provoked through nurturing, but it both encourages students to express themselves and to bond together, practicing their dance steps in groups (p.182). Compton (2008) clearly notes the children's positive reactions to the dance days, as the children were "full of energy and laughter" on the days when dance was to occur (p. 183). The dancing program encouraged students to come to school, become interested in learning -- as each dance had an underlying curriculum -- and improve social skills. Thus, the Minds in Motion program echoes progressive philosophy in that it, once again, is a student-centered program aimed at increasing a students' desire for learning as well as allowing that student to express him or herself.

Indeed, the principal of self-expression is another feature that both of these programs held in common. At a time when students are facing heavy peer pressure to conform -- the fourth and fifth grade -- these programs teach students that it is acceptable and good to be emotional and form emotional and parent-like attachments, as well as that self-expression can be a positive tool. The programs get at this principal from different directions -- academia, or reading, in one and creative expression, or dance, in the other, but they still share the same foundation. Thus, they may contain different activities, but both the snuggle up and read and Minds in Motion programs are rooted in progressive theory and the principal of self-expression.

I believe that both of these programs are promising developments for the fourth and fifth grade classrooms, although they raise some concerns. First, I feel that the snuggle up and read program and Minds in Motion program do a very important thing for fourth and fifth graders; these programs encourage the students to have fun while learning. Gatshall's statement regarding the focus of the classroom shifting from nurturing to lecturing right around the fourth or the fifth grade rings all too true. Before this point, students are in classrooms where the teachers focus on them as people, instead of vessels for learning. Creativity is a part of the curriculum -- students do crafts, have music time, and playact. Teachers read to them and tell them that they are cared for. In the fourth and fifth grade, however, these children are suddenly supposed to act like pre-teens, sitting in their desks and listening to lessons, filling out worksheets, and doing book reports. While some of these tasks are necessary, even teenagers and adults fare better in classrooms where they feel emotionally supported. I certainly know that this is true for me, and one major roadblock to my learning occurs when I feel the teacher does not like me. Thus, it is crucial, especially for the fourth and fifth grade student, to bring nurturing back into the classroom. In their own ways, both of these programs fostered nurturing in a progressive manner, and I feel that this is important and necessary for fourth and fifth graders.

Second, I believe that these programs encourage students to open themselves up, learning more about themselves and understanding the importance of creativity and self-expression. Progressive theorists would argue that, by doing this, teachers are creating a love of learning in children. I feel that this is true, as students in the snuggle up and read program and Minds in Motion program are given the advantages of choice, movement, and friendships that students in traditional settings may not have. Instead of associating learning with dry work and lessons, students in these programs learn that learning itself is an enjoyable process when it is paired with people who support one emotionally, creativity, and self-expression. Once again, the fourth and fifth grade is a crucial time when students begin to develop their own opinion of education. Through these programs, students may begin to develop a positive attitude toward learning instead of a negative one. I believe this is one of the most important assets a child can have as he or she continues school, and that any program that helps instill a love for learning in children is a positive program.

Third, however, I do have some concerns about these programs, or rather concerns for the outliers who do not enjoy them. Fourth and fifth grade students are often at different stages of development, but all have unique and interesting personalities. Some of those personalities may clash with others, so it is possible that a fourth or fifth grade student in the snuggle up and read program would get a reading partner who was not suitable for that student. Although it is impossible to please or cater to every student with every part of the curriculum, an unsuccessful pairing in an assignment like this can lead to emotional distress. Further, Compton (2008) discusses two students who, at first, were not members of the Minds in Motion program, as their parents requested other enrichment for them at the time. Eventually, the students joined the program, but one must consider the possibility of this happening again. It is possible that dancing may go against some religious convictions, that students and parents would have trouble relating to one another on the issue, and that some students who cannot dance well could feel intimidated and be ridiculed. While I do not think these concerns should keep schools from developing programs of this support, methods of dealing with such problems must be created prior to when they are needed. Overall, then, I believe these programs foster a love for learning, allow emotional nurturing, and promote self-expression, all of which are positive for students in the fourth and fifth grade.

A varying number of applications for the fourth and fifth… READ MORE

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