1.  School location in town of Montague-pop. 1895  Grades k - 6  English  French Immersion  420 Students  Feeder school- Belfast, Cardigan, Georgetown,  Southern Kings and Vernon River

2. Inquiry Based Action Plan What happens when we create a ‘Let’s Talk It Over’ center in our classroom?

4. We sent a parent newsletter describing our new ‘Lets Talk It Over’ center. Set-up an area for the ‘Let’s Talk It Over’ center within both of our classrooms. Teachers along with the help of our two educational assistants role-played inappropriate behaviors. Continually conversed with students about concepts and consistent class discussions outlining skills and strategies.

5. Explained how the new center is a place to go to “problem solve” with each other. Explained the visual cues in the center 1. sad face 2. ”I” message 3.happy face Introduced I message prompts – I feel… when you I don’t like it when you… I wish you …..

6. Introducing our new “Lets Talk It Over” center Parents, As part of our university course all students in both kindergarten classes will be introduced to a ‘Lets Talk It Over’ center. The concepts learned in our classrooms will allow our students to work on their problem solving skills at this center. We will also teach them how to appropriately deal with issues or conflicts that may arise between their peers. To support this important project, please ask questions at home about your child’s understanding of their new center and its concepts that they will be learning over the next few weeks. More information and a short parent survey to follow as this important project progresses.

7. Some recordings took longer than others depending on the students involved and the particular problem they were trying to solve.

8. Data collection  checklists  audio recordings  conversations/ observations{post-it notes}  anecdotal notes { post-it notes } Midway we will meet to reassess how the project is progressing and make any pertinent changes at that time.

9. DateNamesProblem Methods/Approach/ Solutions Data Collection Plan ‘Let’s Talk it Over’ Problem Solving Center Problem Key T – Tattling B- Breaking/ Destruction H- Hands On

11. Observations / Conversations  continual reminders to “Let’s Talk It Over”  conversations with parents  conversations with principal  conversations with guidance/ resource teacher Changes/ results - format or procedures ( first-mid-end) Towards the end of this process we decided to record another week:  to receive better recordings.  give students a chance to be comfortable using “I” messages. The changes/ results that occurred throughout this process were: Student poll for frequent students. Group students to promote appropriate behaviors. Continue reinforcing problem solving skills /strategies with a few students. Reinforce the differences between tattling and reporting emergencies. The most evident result that occurred from this process is frequent visits from the same students.

13.  A major finding was that 90% of the problems that were brought to the ‘Let’s Talk It Over’ center were tattling issues.  The other 10% of the problems were hands-on issues.  Most of these issues occurred during playtime or at a time when students were not in close proximity to myself or another adult.  Over the span of 11 days 20 conversations ensued in the “Let’s Talk It Over’ center.  Out of the 20 conversations that ensued 12 of my 14 students were directly involved.

14.  It was no surprise that the other 2 students were not involved conflict.  It was no surprise that out of these 12 students 5 were frequent visitors.  An unexpected visitor to the center though was my special needs student who I feel created an issue in order to partake in the process.  Another major finding was that one of my students were unsure of the difference between reporting emergencies and tattling ( due to this finding I will delve into this concept further.)  A surprising finding was that the majority of the tattling issues were most often a direct result of another incident such as a hands-on or lying incident.

15. Findings in Mrs. Campbell’s Class April 5 th - April 17 th Data and Recordings April 2 nd -1 visit directly after role play 9 visitors to center were hands-on 2 visits were hands-on, other students work 1/9 was a major hands-on incident( biting) No surprise on visitors Number of visits- 11 visits in total Most incidents happened when ; students were out of class, in the playground (recess) or in gym class Incidents also happened in-class during free-play

16. More findings… A surprising finding was when students were sent to principal’s office, similar hands-on behavior continued ( no more biting) A welcomed finding is when the parents were called, behavior lessened than ceased Consequences were implemented at home and school A pattern of visits consists of 4 main students A need to practice appropriate behavior through puppet role plays, books on feelings, friendly reminders before recess and gym class I found if I used more selected group activities there was less hands-on behaviors

17. Both teachers felt that the audio component of our project was the main component for data recordings. At the same time, we both felt that the audio set-up was a major hindrance throughout the entire project. Both classes were introduced to the ‘Let’s Talk It Over’ center through role-plays in their own classrooms. All concepts were introduced in the similar manner and time frame. An abundance of class time was spent solving conflicts in the Let’s Talk It Over center. Both teachers have E.A. support A great deal of time was also spent in teaching the required problem solving skills in large and small group settings.

18. Joint Findings/Similarities We both felt that the ‘I messages’ were a difficult language concept for most of our students to understand. We both felt that there were no surprise visitors who frequented the center. We both felt that problems most often occurred at play-time or recess.

19. Present Present Actions Grouping into select groups given ample room to complete task Sharing circle an activity to express feelings using I messages Keeping ‘ Lets Talk it Over’ center open, hoping students will problem solve on their own( or with minimal direction from adult) Compile a package for parents who requested more information, on our concepts introduced in our ‘Lets Talk It Over’ center. Allow time for “teachable moments” to deal with on-going problem solving incidents. Continue to reinforce the difference between tattling and reporting emergencies Future Actions To inform administration on the inquiry based action plan and possibly present project at future staff meeting New question to consider about inquiry plan. When should we introduce this center for another school year?

20. Adams, Hetty,1949,Peace in the Classroom, I Messages pg. 92 Grades K-6 ≈ A great book that shows teachers how to lay the foundation of peacemaking skills that children will use in the classroom and beyond. Each unit( K—6) guides you with a format which includes; an objective, materials, directions, for discussion and extension ideas. ≈ Crosser, By Sandra Ph.D, Do You Know How I Feel? Empathy in the Young Child, 2008 This short and snappy article gives teachers pertinent information and strategies to use with our students to teach empathy to young children.

21. Echternacht, Heidi, Kinderchat article:The Problem Solving Center, 2010 ≈ Kindergarten Teacher, Heidi Echternacht created a center which deals with conflicts within her classroom. She feels this center is a gold mine of opportunity to practice solving problems, dialoging, self-control, friendship and creativity. This article was the springboard into our action plan! Greene Stephen and Thomas Jonathan,School Age Connections, Helping Children Resolve Peer Conflict, volume 15. issue 1, 2006 ≈ This informative article gives teachers the strategies to use with their students to resolve conflicts and effectively equip their students with the skills that will allow them to problem solve on their own.