Effects of Positive Behavior Intervention through Grace and Courtesy on an Upper Elementary Classroom Community

Abstract

Positive Behavior Interventions and Supports (PBIS) is a proactive approach to establishing the behavioral supports and social culture needed for all students in a school to achieve social, emotional, and academic success. As more schools adapt PBIS to address students’ academic and behavioral problems, there is a need to assess whether the pro-social benefits of PBIS can be achieved through other means. This action research explored the development of pro-social behaviors through the teachings of grace and courtesy in a fourth and fifth grade Montessori classroom during an eight-week study in a highly diverse, urban, public school in the Midwest. Data was collected using pre- and post-surveys completed by the students in the classroom concerning the classroom climate. The researcher also observed classroom behaviors and adapted grace and courtesy lessons as necessary to meet the needs of the students. Each week, students were given lessons in grace and courtesy specifically developed to address behavior issues within the classroom and promote pro-social behavior development. The goal of Montessori education is to develop and educate the whole person and in the principle of following the child, so lessons were given to individuals, small groups, and whole class, as warranted. Through the classroom observations, the researcher noted a correlation between the pro-social behavior goals of the PBIS model and the teachings of Grace and Courtesy in a Montessori elementary setting.