Document Type
Article
Publication Date
Spring 2024
Abstract
This action research project was driven by the researcher's interest in understanding students' emotions and feelings after engaging in restorative practices. The research included two first-grade male children and the action researcher, a first-grade teacher. The participants were expected to follow classroom rules during their special subject area. Special subject areas include art, music, computer lab, character education, P.E., and library. When challenging behaviors arose during these times, the researcher disciplined the participants using two different strategies: zero-tolerance and restorative practice. The participants immediately drew a picture related to their feelings following the discipline act. Findings revealed that children feel seen, heard, and valued when using restorative practice as a discipline strategy. The researcher additionally found that participants followed specific special subject area classroom rules more frequently than other subject areas, and the discipline strategy did not influence the child's home behavior that night. The research was conducted to spread awareness of children's feelings related to discipline strategies.