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Respect Within The Hawaiian ClassroomRespect Within The Hawaiian Classroom

Melinda Myer, Jennifer Kline Melinda Myer, Jennifer Kline and Jeff DeMottand Jeff DeMott

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Purpose

To define respect in Hawaiian culture To define respect in Hawaiian culture through observing interactions between through observing interactions between students and teachers. Through this students and teachers. Through this method we will see the way by which method we will see the way by which teachers model and reinforce respect teachers model and reinforce respect and determine behaviors considered and determine behaviors considered respectful or disrespectful.respectful or disrespectful.

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Why Study This in Hawai`i?

Hawai’i is a more Hawai’i is a more collectivist culture than collectivist culture than mainland America.mainland America.

Respect may be a more Respect may be a more prominent feature of prominent feature of interaction. interaction.

According to the Central According to the Central Union Preschool mission Union Preschool mission statement: statement: “teachers will “teachers will reinforce the student’s feelings reinforce the student’s feelings about themselves, the about themselves, the development of responsibility and development of responsibility and self care, and their ability to relate self care, and their ability to relate positively and respectfully to positively and respectfully to others.”others.”

By observing a By observing a sample of pre-school sample of pre-school students in a students in a classroom in Hawai’i classroom in Hawai’i we intend to identify we intend to identify the basics of the basics of respectful behavior. respectful behavior.

How the teachers How the teachers model, reinforce and model, reinforce and socialize students’ socialize students’ behavior.behavior.

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Why is this Psychological?

Minimal research is available on respect in Minimal research is available on respect in the classroom in Hawaii. We are using a the classroom in Hawaii. We are using a Critical Incident Model and an original Critical Incident Model and an original qualitative questionnaire to create a construct qualitative questionnaire to create a construct of respect.of respect.

We are examining behaviors of individuals in We are examining behaviors of individuals in the classroom to create a generalizable the classroom to create a generalizable concept of how respect is socialized in concept of how respect is socialized in Hawaii.Hawaii.

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Previous studies/theories Previous research suggests that in the classroom, students learn to Previous research suggests that in the classroom, students learn to

show respect through experiences with interactions within the show respect through experiences with interactions within the classroom and the school. classroom and the school.

In a survey published in the Honolulu Advertiser, January 6, 2005, In a survey published in the Honolulu Advertiser, January 6, 2005, public schools received a “C” for classroom climate, “which pointed to public schools received a “C” for classroom climate, “which pointed to problems with parental involvement, student absenteeism, tardiness, problems with parental involvement, student absenteeism, tardiness, and classroom misbehavior”. As well, “teachers spend 23-25% of their and classroom misbehavior”. As well, “teachers spend 23-25% of their time disciplining youngsters” (Shapiro, 2005).time disciplining youngsters” (Shapiro, 2005).

All previous researchers include their own theories that we will consider All previous researchers include their own theories that we will consider

in Hawaii.in Hawaii. – Batelaan, Pieter. (2001). Batelaan, Pieter. (2001). – Eurich, G. (1995, November). Eurich, G. (1995, November). – Gallimore, R., Boggs, J.W., & Jordan, C. (1974). Gallimore, R., Boggs, J.W., & Jordan, C. (1974). – Nelson, J.R., & Roberts, M.L. (2000, Spring).Nelson, J.R., & Roberts, M.L. (2000, Spring).

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Method

Participants: NHOH members and teachers from Participants: NHOH members and teachers from Central Union. Central Union.

Sampling Frame: A convenience sample consisting of Sampling Frame: A convenience sample consisting of teachers from Central Union in Hawai’i.teachers from Central Union in Hawai’i.

Materials:Materials:– We collected data from the questionnaires that NHOH We collected data from the questionnaires that NHOH

members completed to gain insight on “respect” of the members completed to gain insight on “respect” of the Hawaiian culture and used this to compare to our Hawaiian culture and used this to compare to our results from the teachers at Central Union.results from the teachers at Central Union.

– Qualitative questionnaire based on values of “respect” Qualitative questionnaire based on values of “respect” cited from cited from Kanahele’sKanahele’s book, which were rated based book, which were rated based on their importance in the classroom.on their importance in the classroom.

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Cont’d Method– Observe students and teachers which helped us recognize their Observe students and teachers which helped us recognize their

methods of how they reinforce, redirect, enforce and model methods of how they reinforce, redirect, enforce and model respect.respect.

– We worked with teachers in a Hawaiian classroom on Oahu and We worked with teachers in a Hawaiian classroom on Oahu and observed the way they interacted and reacted to the students in observed the way they interacted and reacted to the students in the classroom.the classroom.

– We distributed a qualitative and quantitative questionnaire to the We distributed a qualitative and quantitative questionnaire to the teachers as well as observed classroom interactions for a few teachers as well as observed classroom interactions for a few hours a day over several days.hours a day over several days.

– Our ratings are qualitative and quantitative constructions of our Our ratings are qualitative and quantitative constructions of our findings in similarities.findings in similarities.

– Critical Incident Model of behaviors in the classroom were in the Critical Incident Model of behaviors in the classroom were in the questionnaire and teachers were asked to respond to scenario and questionnaire and teachers were asked to respond to scenario and explain their reasoning.explain their reasoning.

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Cont’d Method

– The Critical Incident Model (Brislin, et. al., The Critical Incident Model (Brislin, et. al., Intercultural Interactions: a Practical Guide) Intercultural Interactions: a Practical Guide)

• is useful for understanding the concept of respect:is useful for understanding the concept of respect:• Gives a situation with multiple responses. The Gives a situation with multiple responses. The

respondent is asked to chose a response and provide an respondent is asked to chose a response and provide an explanation of their decision.explanation of their decision.

• This book, "will also be welcomed by many This book, "will also be welcomed by many academicians as a useful way in which academicians as a useful way in which to discuss certain social psychological principles, such to discuss certain social psychological principles, such as attribution processes or dimensions of interpersonal as attribution processes or dimensions of interpersonal attraction" (p. 7).attraction" (p. 7).

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Cont’d Method

– Procedure:Procedure:• Administered questionnaires to teachers and Administered questionnaires to teachers and

NHOH members to help construct concept of NHOH members to help construct concept of “respect”.“respect”.

• Had informal interviews with volunteered Had informal interviews with volunteered teachers.teachers.

• Observed teacher – student interactions in Observed teacher – student interactions in Central Union Preschool classrooms.Central Union Preschool classrooms.

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Concepts and Measures

What are our concepts?What are our concepts?– RespectRespect– Values from Kanahele’s book (listed in Values from Kanahele’s book (listed in

questionnaire)questionnaire) What are our variables:What are our variables:

– Teachers and their experience in the classroom. Teachers and their experience in the classroom. – Displayed Behaviors in Classroom (How many Displayed Behaviors in Classroom (How many

times we observe these behaviors that teachers times we observe these behaviors that teachers defined as “Respectful”).defined as “Respectful”).

– Critical Incident Model explanationsCritical Incident Model explanations

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Cont’d Concepts and Measures

How we measured concepts:How we measured concepts:– Had teachers rate importance of values- Quantitative Had teachers rate importance of values- Quantitative

(Census,Robson)(Census,Robson)– Teachers provided characteristics/definition of “respect”. Teachers provided characteristics/definition of “respect”.

Observed consistencies and commonalities across Observed consistencies and commonalities across teacher’s responses and the percent reported for each teacher’s responses and the percent reported for each rating.rating.

Why we trust these measures:Why we trust these measures:– Quantitative- census and calculating the median, range Quantitative- census and calculating the median, range

and variance.and variance.– Qualitative- Inter-rater reliability (each one of us highlights Qualitative- Inter-rater reliability (each one of us highlights

theme and see if all three of us are focusing on the same theme and see if all three of us are focusing on the same theme.)theme.)

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Cont’d Concepts/Measures

Code Sheet:Code Sheet:– Questionnaire: Find similarities across teachers in Questionnaire: Find similarities across teachers in

their responses and conduct census on the rated their responses and conduct census on the rated values. values.

– Observation: No code sheet was used since it Observation: No code sheet was used since it was qualitative observations. Each researcher was qualitative observations. Each researcher took notes on how respect was reinforced, took notes on how respect was reinforced, redirected, enforced, and modeled. These redirected, enforced, and modeled. These observations focused on what information we had observations focused on what information we had acquired from the teacher’s questionnaire and acquired from the teacher’s questionnaire and interviews.interviews.

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What are you looking for in the data? With the data that we collected we attempted to identify With the data that we collected we attempted to identify

“agreed upon” behaviors that are associated with respect “agreed upon” behaviors that are associated with respect

in the classroomin the classroom..Analysis of Qualitative data:Analysis of Qualitative data:– Inter-rater reliability: observed the similarities among Inter-rater reliability: observed the similarities among

responses of teachers and determined reliability across responses of teachers and determined reliability across researchers.researchers.

Analysis of Quantitative data:Analysis of Quantitative data:– Teachers and NHOH members rated values based Teachers and NHOH members rated values based

on their importance to respect and the classroom. on their importance to respect and the classroom. We did a census and found the median, standard We did a census and found the median, standard deviation and variance of these values.deviation and variance of these values.

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Results

Here is the questionnaire that Central Union Here is the questionnaire that Central Union teachers completed:teachers completed:

Thank you for participating in our study. Please return this questionnaire and the white copy of the Thank you for participating in our study. Please return this questionnaire and the white copy of the consent for to Mrs. Hook the principal of Central Union.consent for to Mrs. Hook the principal of Central Union.

    

Questionnaire: Respect Within The Hawaiian ClassroomQuestionnaire: Respect Within The Hawaiian Classroom  

  Please answer all the questions below based on your own experience and opinions. Please answer all the questions below based on your own experience and opinions.   1.1.            Age: Age: mean:36mean:362.2.            Sex: Sex: All femalesAll females3.3.            What ethnicity (ies) best describes you? What ethnicity (ies) best describes you? Very diverse____Very diverse____4.4.            Were you born in Hawaii? Were you born in Hawaii? _15 yes & 4 no________15 yes & 4 no_______5.5.            How long have you lived in Hawaii? How long have you lived in Hawaii? _Average: 30.3 yrs___________Average: 30.3 yrs__________6.6.            How long have you been teaching? How long have you been teaching? Average: 10 yrs.Average: 10 yrs.________________________  

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Cont’d ResultsValues of the Hawaiian Culture:Values of the Hawaiian Culture:  Please rate by circling on a scale of 1 (not important at all) to 5 (extremely important), how important each of these Please rate by circling on a scale of 1 (not important at all) to 5 (extremely important), how important each of these

Hawaiian values is to how you teach students about “respect” and respectful behaviors in your classroom.Hawaiian values is to how you teach students about “respect” and respectful behaviors in your classroom.  1.1. Mālama: : Mālama: : Giving allegiance, respect, or obedience. Giving allegiance, respect, or obedience. 4.54.511 22 33 44 55(Not at all(Not at all (Somewhat) (Somewhat) (Extremely (Extremelyimportant)important) important)important)  2.2. Ha‘aha‘aHa‘aha‘a: A fine balance kept between humility and self-respect. : A fine balance kept between humility and self-respect. 4.34.311 22 33 44 55(Not at all(Not at all (Somewhat) (Somewhat) (Extremely (Extremelyimportant)important) important) important)  3.3. KūponoKūpono: Keeping one’s word. : Keeping one’s word. 4.54.5 11 22 33 44 55(Not at all(Not at all (Somewhat) (Somewhat) (Extremely (Extremelyimportant)important) important) important)

  

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Cont’d Results4.4. Na‘auao: Na‘auao: Ability to perceive problems and shed light on difficulties. Ability to perceive problems and shed light on difficulties. 4.44.411 22 33 44 55

(Not at all(Not at all (Somewhat) (Somewhat) (Extremely (Extremelyimportant)important) important) important)  5.5. Koa: Koa: Courage that is physical and the nonphysical. Courage that is physical and the nonphysical. 4.14.111 22 33 44 55(Not at all(Not at all (Somewhat) (Somewhat) (Extremely (Extremelyimportant)important) important) important)  6.6. ‘‘Olu‘olu: Olu‘olu: Courtesy. Courtesy. 4.74.711 22 33 44 55(Not at all(Not at all (Somewhat) (Somewhat) (Extremely (Extremelyimportant)important) important) important)  7.7. Lokomaika‘I: Lokomaika‘I: The willingness to give. The willingness to give. 4.44.411 22 33 44 55(Not at all(Not at all (Somewhat) (Somewhat) (Extremely (Extremely important)important) important) important)

  

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Cont’d Results8.8. Ho‘okipa: Ho‘okipa: The warm and liberal entertaining of guests. The warm and liberal entertaining of guests. 4.14.111 22 33 44 55(Not at all(Not at all (Somewhat) (Somewhat) (Extremely (Extremely important)important) important) important)  9.9. Aloha: Aloha: Affection, friendliness, and compassion. Affection, friendliness, and compassion. 4.84.811 22 33 44 55(Not at all(Not at all (Somewhat) (Somewhat) (Extremely (Extremelyimportant)important) important) important)  Please answer the following:Please answer the following:  1. What specific behaviors do you consider to be examples of respect in your classroom?1. What specific behaviors do you consider to be examples of respect in your classroom?

Please, Thank you, Normal speaking tone, looking at face when talking, not interrupting, sharing, Please, Thank you, Normal speaking tone, looking at face when talking, not interrupting, sharing, Offering help, Eye contact, Waiting one’s turn, Listening, Asking for things, Cooperation, Offering help, Eye contact, Waiting one’s turn, Listening, Asking for things, Cooperation, Kindness/caring towards people, following directions Kindness/caring towards people, following directions

    2. How are children under the age of 10 years expected to show respect?2. How are children under the age of 10 years expected to show respect?

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Cont’d Results

  

3. To whom are children under the age of 10 years expected to show respect? 3. To whom are children under the age of 10 years expected to show respect?

Elders, Adults, Teachers, Self, Other Students, Their EnvironmentElders, Adults, Teachers, Self, Other Students, Their Environment

  

4. What behaviors are considered disrespectful in the classroom? Why? 4. What behaviors are considered disrespectful in the classroom? Why?

Loud Voices, Interrupting, Mistreating Materials, Talking Back, Yelling, Not Being Kind to Loud Voices, Interrupting, Mistreating Materials, Talking Back, Yelling, Not Being Kind to one Another, Hurting on Purpose, Ignoring People, Physical/Emotional Hurting, one Another, Hurting on Purpose, Ignoring People, Physical/Emotional Hurting, Breaking MaterialsBreaking Materials

5. Are there ways that children can “misbehave” without being disrespectful? What are these 5. Are there ways that children can “misbehave” without being disrespectful? What are these behaviors?behaviors?

Being Hyper, Excited, Being Silly at the Wrong TimesBeing Hyper, Excited, Being Silly at the Wrong Times

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Cont’d ResultsCritical Incident Model: Critical Incident Model:   Please read the following scenario and chose the best explanation based on your knowledge and experience. Please read the following scenario and chose the best explanation based on your knowledge and experience.

Also please explain why you chose that specific explanation. Also please explain why you chose that specific explanation.   1. Two students want to sit in a certain spot at the table for snack. When a teacher explains that one student 1. Two students want to sit in a certain spot at the table for snack. When a teacher explains that one student

sat there yesterday so the other may sit there this time, the student who is told they may not sit there sat there yesterday so the other may sit there this time, the student who is told they may not sit there becomes upset. He/she raises his/her voice and complains to the teacher that it isn’t fair but after being becomes upset. He/she raises his/her voice and complains to the teacher that it isn’t fair but after being warned of a punishment, relents and sits in another seat. warned of a punishment, relents and sits in another seat.

The best explanation for this behavior is:The best explanation for this behavior is:a)a)            The child’s actions were not disrespectful.The child’s actions were not disrespectful.b)b)            The child’s actions were disrespectful but only trying to reach a personal desire, not intentionally The child’s actions were disrespectful but only trying to reach a personal desire, not intentionally

disrespecting the teacher.disrespecting the teacher.c)c)            The child’s actions were intentional to disrespect the teacher and the other student.The child’s actions were intentional to disrespect the teacher and the other student.d)d)            The child’s actions were intentionally disrespectful but the child didn’t want to be punished so he/she The child’s actions were intentionally disrespectful but the child didn’t want to be punished so he/she

stopped.stopped.  Please explain why you chose the explanation you chose:Please explain why you chose the explanation you chose:  

Eleven teachers answered B, Four teachers answered A, One teacher answered D, and two were Eleven teachers answered B, Four teachers answered A, One teacher answered D, and two were unanswered. The most common explanations for B was that the kids at a preschool age are still ego-unanswered. The most common explanations for B was that the kids at a preschool age are still ego-centric and have a hard time understanding another’s point of view.  Most teachers mentioned that the centric and have a hard time understanding another’s point of view.  Most teachers mentioned that the behavior was NOT intended to be disrespectful.behavior was NOT intended to be disrespectful.

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Interesting Observations

MannersManners Pushing in their chairPushing in their chair Acknowledged other’s feelingsAcknowledged other’s feelings Good listenersGood listeners IndependentIndependent Following directions Following directions

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What did we learn

The sample limited our ability to generalize to only The sample limited our ability to generalize to only private schools in Hawaii.private schools in Hawaii.

The expectations of the students behavior are very The expectations of the students behavior are very high, requiring the involvement of the student’s high, requiring the involvement of the student’s family.family.

The teachers make the students aware of the The teachers make the students aware of the expectations at the beginning of the year and this expectations at the beginning of the year and this proved to be an effective method for achieving the proved to be an effective method for achieving the desired classroom behavior.desired classroom behavior.

Many of the student’s parents have high expectations Many of the student’s parents have high expectations for them regarding education which influences how for them regarding education which influences how the students have been raised.the students have been raised.