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Stability Balls and Their Effects When Used as Chairs in the Classroom
Mark Ellner
EDCI 760
December 9, 2013






















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Abstract
Various data collection methods, both qualitative and quantitative, were used in order
to study the effects of replacing the normal classroom chair with a stability ball. Prior
research clearly supports the idea that movement during all aspects of the school day can
have a positive impact on the students learning experience. Observations took place in a
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th
grade class studying 2 students. The students were given a stability ball to sit on
instead of a chair during their day. The research showed that students displayed
increased alertness and focused in seat time. There was also overwhelming evidence of
highly improved posture by both students. During observations there was visible
constant movement from the students, with no observed distraction to others while on
sitting on the stability balls. Results of this study present positive support for the use of
stability balls as chairs in the classroom.

Introduction
All of them have terrible posture, but the chairs are not real comfortable either. I
wouldnt want to sit on a hard chair all day. That is a quote from a teacher whose class I
observed 2 students in for over 3 weeks. Its common knowledge that most classroom
students are expected to sit still on a hard chair during the majority of their school day. Is
it possible that sitting in these chairs all day has a negative effect the students learning
experience? Studies on classroom seating suggest that sustained sitting in regular
classroom chairs is unhealthy for childrens bodies, particularly their backs (Schilling &
Schwartz, 2004, p. 424). Educators spend countless hours developing new and exciting
techniques and curriculum to teach and prepare students to learn. This study looks at one
intervention that can be introduced into the students daily life that has the opportunity to
not only improve a student physically, but also improve their academic achievement.
Research has begun to look at introducing movement into the classroom, and evidence
clearly shows that though that there is a marked improvement in students behavior,
focus, and overall academic performance (Erwin & Fedewa, 2011) more research is
needed.
As an Elementary PE teacher for over 10 years, I was constantly sent evaluation forms
to complete on children that were behavior problems in their classrooms. What I found
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was that many of these same students were doing great in PE and had little to no focus
issues while in the gym. There has always been a natural separation between what
happens in the gym and what goes on in the classroom. My question is why so many of
the distracting and off focus behaviors seen in the classroom are not seen in the gym.
This study will look at one way to get movement and its benefits into the classroom.
The objective of this action research project was to study the effects of replacing a
students chair with a stability ball as a sensory intervention in order to increase student
focus, academic success, and health. The findings of this study significantly supported
positive effects from the use of stability balls and the addition of movement into the daily
classroom. My conclusion is that movement has a positive effect on the students focus
and overall behavior.

Literature Review
There is one overriding theme of all the resources I have reviewed. That theme is that
the addition of movement into the learning process produces better learners Studies on
classroom seating suggest that sustained sitting in regular classroom chairs is unhealthy
for childrens bodies, particularly their backs (Schilling & Schwartz, 2004, p. 424).
Unfortunately, as a result of increased expectations of academic test scores, teachers feel
their time with students is too valuable to introduce movement activity into the classroom
(Erwin, Docheff, & Beighle, 2010). Some teachers are currently working to include
movement into the learning process. Active learning incorporates movement into
teaching. Numerous research studies have shown that active learning is more effective
than traditional methods in providing in-depth understanding, in teaching students how to
solve problems, in stimulating their curiosity and independence, and in helping them feel
more positive about school (Minton, 2003, p. 36). Other activities such as physical
activity breaks are being tried out in pre-schools and elementary schools. The bottom
line when it comes to movement and learning is it that together they have the power to
improve all aspects of educational experience. In 2002 a study by the California
Department of Education showed distinct evidence between academic success and
physical fitness among public school students at all levels (Blakemore, 2003).
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The use of stability balls as chairs is one intervention that has become a popular way
to include movement into the classroom. The use of stability balls has been slowly
coming into existence since the 1980s. A study from 1988 designed to examine that
using stability balls as chairs to help with posture and health also found that they helped
hyperactive students settle down, increased concentration, and improved penmanship
(Jakubek, 2007). Stability balls have been found to improve focus and on task behaviors
for students with Autism with in a classroom setting. Therapy balls, because they are a
type of dynamic seating, may provide children with ASD an opportunity to both actively
move and maintain a healthy, safe, and productive posture (Schilling & Schwartz, 2004,
p. 424). Up until now most evidence of stability ball benefits has been anecdotal. That
evidence clearly shows though that there is a marked improvement in students behavior,
focus, and overall academic performance (Erwin & Fedewa, 2011). More research is
required to look at how movement when incorporated into the classroom on a daily basis
can not only benefit students health wise, but also how students can positively benefit
academically.

Methods
In order to effectively observe and gather data during this project various methods of
research were used. The primary data collection method used, consisted of anecdotal
notes and field notes. Each day data was collected based on how the students were
seated, their movements, their focus in class, their on task behavior, and their in seat time.
This type of data collection allowed me to not only look at the extrinsic behaviors, but to
also gain perspectives about what the students felt was best for them. Quantitative data
was collected using charts and checkmarks during 30-second intervals over extended
periods of time to determine if the child was sitting in a positive or negative manner.
Other data collection methods included interviews with the classroom teacher and student
subjects, as well as, video and photo documentation.
During the initial 3 days of observation the students were observed sitting on regular
classroom chairs. This gave a baseline for their normal behaviors in class. On day 4, a
stability ball was introduced as the primary seat to sit on during the classroom activities.
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The students sat on the stability balls for 15 days. Data was gathered to see the effects a
stability ball had on a students performance in the classroom.

Results
Student Posture
The students observed had poor to very poor posture while sitting on regular
classroom desk chair, especially when sitting for long periods of time.
When I first walked into the class it was no secret that almost every student had terrible
posture. Students were slouched in their chairs with rounded shoulders and bent backs.
Many students sat almost laying on the desk. The teacher indicated that she felt all the
students had terrible posture and in her opinion the chairs did not promote proper
posture. Student A, when asked how she felt she sat in her chair, stated, I slouch and sit
bad. She went on to say that sometimes my backside hurts after sitting for a long
time. Student B also was aware of his poor sitting posture. I sit on my leg and stand a
lot. Sometimes I am leaning over my desk. Both students and the teachers comments
were overwhelmingly confirmed through observations. Student A sat low in her chair
and would often sit that way for long periods of time. Student B never sat in in his chair.
He would sit with one leg underneath his body most times. When he did sit on his
bottom, both feet were seldom on the floor. His most common action while in his seat
would be to stand up, sit down, then stand up, and finally sit down on one leg. Since the
teacher was aware that the students struggled to sit in their chairs for extended periods of
time, she would allow them to move around the room during group or individual work
times. She stated, Ill tell them, you can go anywhere in the room, and theyll choose
to sit on the ground a lot of the time or lay on their stomachs. I couldnt sit in a chair all
day, so I dont expect them to. The teacher made a point to say that when the students
were required to sit on stools during state testing for an hour at a time, there were a lot of
complaints of pain from the students. Another very difficult area for students posture
was when they were asked to face a different direction than their seat was facing. This
happened many times during each class, as the majority of the students desks were not
facing the front of the room. When the students rotated on their seats the posture became
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even worse. There was little to no support from the chair, which resulted in more
slouching and more students sitting on only a portion of their seats.
The students had markedly improved posture while using a stability ball instead of a
regular chair.
While the teacher had tried few interventions to deal with poor posture, she was aware
of stability balls and their uses in school. She was excited about the idea and felt very
positive about the effects the stability balls could have in the classroom. She felt from
what shes read, It promotes better posture and strength. After 3 day of observation on
a regular school chair, the stability balls were introduced to both students. Aside from
the usual excitement of getting something new, both students were interested to see what
it would be like sitting on the stability balls. What transpired with respect to the students
posture was striking. Within minutes of sitting on the stability ball, both students were in
an upright and strong seated position. Both feet were on the ground and their shoulders
were no longer slouched. The key was to see if this posture stayed or if the students went
back to their usual posture after the novelty of the stability balls wore off. During my
observations over a 3-week period, both students posture was markedly improved. Each
day during the study, the students postures were observed and checked. During the 10
days in which student A was observed on a stability ball, she displayed above average
posture each day. She kept her posture throughout every observation period regardless if
she was working on a task or during down time. Student B, like student A was quick to
sit with better posture while on the stability ball. Each day he was seated on the stability
ball he sat on his bottom with both feet on the ground. He did not once sit on one leg
while on the stability ball. About half way through the project student B popped his ball
with a pencil. He was off the ball for 4 days while a new one was purchased. During this
4-day period it was astounding to watch him revert right back to the poor posture he had
pre-stability ball. Each day he was observed sitting on his leg and many times standing
or leaning over his desk. Once the stability ball was reintroduced to him, his posture
almost immediately improved. Both students commented positively when asked about
the stability ball and their posture. They used phrases such as it helps you sit straighter,
and it was more comfortable and easier to move around to describe the stability ball.

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Student Behavior
Energetic and or disruptive behavior by students is improved with the use of stability
balls as chairs.
Student A was not an overly energetic or disruptive student. Her teacher described her
as an average student who stayed on task most times. According to her teacher, the one
behavior that was disruptive is that she would stand a lot, especially later in the day. The
teacher conveyed that since the stability ball was introduced she had not seen that
behavior from student A at all. Student B on the other hand was very energetic and at
times let that energy level disrupt others. For example, he would often stand up at his
desk and move into others space. A typical action during group or teacher led work was
to jump up to answer questions or completely leave his desk to walk to the front of the
room. These behaviors led to him being off task, as well as, to disruptions to the entire
class. During a 30-minute quantitative data collection period while sitting on a regular
chair, student B was observed to be out of his seat or displaying disruptive behavior over
67% of the time. While the teacher would not go as far as to say its a huge problem, she
did describe his behavior as distracting to others. Other behaviors observed and cited
by the teacher before the stability ball was introduced were frequent trips to sharpen his
pencil and to the bathroom. According to the teacher, student As typical disruptive
behaviors came to a stop once the stability ball was used. During a 10-minute
quantitative observation period one day after the ball was introduced, both students were
in their seats and undisruptive 100% of the time. They were moving on the ball, but did
not get up or show any of the previously observed distracting behaviors. In another
collection period of 11 minutes 4 days after the stability ball was introduced student B
displayed proper behavior over 83% of the time. Contrarily, during a quantitative
observation during library class, when the students are sitting on regular chairs, student B
produced disruptive behavior 70% of the time. This trend continued throughout the study
by both students. Previous behaviors, while at times were minimally disruptive, all but
disappeared while using the stability ball. Both students have almost completely
stopped leaving their seats and standing up during class time since being on the ball,
stated their teacher.

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Focus
Both students levels of focus and time spent on task improved while sitting on the
stability ball.
During my observations without the stability ball, both students displayed the ability
to stay on task and focus on their work initially. What stood out though, was that both
students tended to be easily distracted by other activities in the room. This could be said
for most of the students in the class. The longer the activity went on, the greater the
frequency of off task behavior began. Both students were observed getting up after a few
minutes and sharpening their pencils or going to the teacher to ask for help. Student B in
particular had trouble sitting still and would get very wiggly after a few minutes. The
teacher stated. He is a hard worker and tries to please, but if he has trouble with a
subject he gets off task. It was also noted by the teacher that both students struggled
with long periods of individual work. Often after a few minutes of work, student A
would begin conversations with fellow students and lose focus. Many times both
students actions along with other students getting off focus would lead to greater
distractions and require the teacher to pull the kids back in.
As the stability balls were introduced to the students, there was an obvious
improvement with their focus and ability to stay on task. Student A rarely if ever left her
seat, even after long periods of time working. She would sit on her ball, constantly
moving on it. The constant movement allowed her to release some energy, while at the
same time staying focused at her desk. It lets me get my wiggles out, said student A.
Student Bs long term focus and on task behavior increased drastically while sitting on
the stability ball. From a student who was observed out of his seat over 65% of the time,
he quickly showed the ability to stay focused on a task for longer periods. His teacher
would state that I have seen both students, especially student B, be able to keep his
attention more focused. He is still moving around but that is okay on the ball. He is
more attention focused on the work at hand, rather than being distracted by outside
sources. Student A is actually getting her work done faster than before, because she is
able to concentrate when she is sitting on the ball rather than getting up and moving
around. Throughout the 2 plus weeks on the stability balls, my thought was to see if
once the novelty of the ball wore, would the off task behavior reappear. What was
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observed was a resounding no. The on task behaviors continued and actually improved
the more the students got used to the stability balls. Both students showed constant focus
for sustained periods of time, while at the same time moving on the ball.

Movement
While sitting in a regular chair, both students showed either little to no body
movement or displayed large disruptive movements.
During my initial observations, I was expecting to see a lot of movement from both
students while sitting in their seats. What I found was very different. While student B
displayed large gross motor movement often, his movement was not constant. In fact, he
was sitting very still when in his seat. Student A was observed to have almost no
movement at all while in her seat. One observation period showed that over an 8-minute
period, student A made no visible movements while listening to the teacher. What I
observed, was student A would begin to shows signs of dozing or at the very least lose
attentiveness. This lack of movement and its effects of inattentiveness showed up each
time the students would visit the library and sit on regular chairs. Student A would
become very stiff and slouched when on a chair. After a 5-minute period in library, I
described her as not alert and looking all around the room. Student B displayed an
increase in his large motor movement while at the library, but again his movements were
not constant and his attention would lessen the longer he sat still.
Sitting on the stability ball produced constant undisruptive movement from the
students, which led to better attentiveness and stemmed the large disruptive movements.
Both students displayed constant subtle movement as soon as the stability balls were
introduced. Whether it be bouncing or rolling, both students were in constant motion.
The most impressive part of the movements was that they were never observed to be a
distraction to others or themselves. In fact, student As movements were almost
undetectable if you were not looking for them. Watching her closely though there was a
constant bouncing and rolling motion. Movement leads to increased blood flow
throughout the body, which keeps the body more alert and awake. One study suggests
that during movement The number of capillaries increases around the neurons of the
brain, thus facilitating an increase in blood and oxygen (Blakemore, 2003, p. 23-24).
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Her movements led to her being more attentive in class. She was observed to have
increased alertness while on the ball. She would state that, The bouncing on the ball
keeps me more awake. The teacher also observed her to have increased alertness while
on the stability ball. She stated, She seems much more aware of what Im saying and
able to follow the directions given.
Student B showed more demonstrative movements while on his ball. The movements
observed were bouncing and rolling, but never got out of hand. In fact, the longer the
study went on, the subtler the movements became. His movement was constant, but
stayed within his own personal space. The movements were never observed to be a
distraction to him or others while on the ball. The greatest change noticed from student B
was the lack of large distracting movements being made. His movements that would
often bother others and get him off task were no longer observed. He would state, I can
always move on the ball and not get up. The teacher noted both students were always
moving but that was okay because they were on the stability ball and not bothering
other students.
During a 20-minute observation period, I looked to see it the students had good
movement, constant and subtle, bad movement, distracting, or no movement at all.
During this time the students worked independently the first 10 minutes and as a class on
a daily activity the last 10 minutes. Student A was observed to have good movement
95% of the time. She was moving, alert, and non-distracting to others. Student B
displayed good movement 82% of the time. It was noted that his bad movement was
observed as rolling the ball so his feet were of the ground. While this was distracting to
him, it did not move out of his personal space and affect others.

Motivation
Students were happier and more excited about the educational experience while
sitting on the stability ball.
While was not an original area I was looking at when observing the students, it
quickly became apparent that the use of stability balls provided the students with positive
thoughts and motivation. The first thing the students said when asked about using the
ball was how excited they were to sit on it. Not only did they feel it made them
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special, they were also looking forward to being able to move while at their desks. Their
teacher described both students as happy and hard working, so it was never a matter of
them not liking school. In fact, both used words like great and love to describe
school before the balls were introduced. What was observed though, was pretty
impactful. The students attitudes actually got better once the ball was introduced. Both
students commented that they loved sitting on the stability ball and that it made the day
better. When asked how she felt about the stability ball, student A said, its awesome! I
love sitting on it. The teacher commented both students seem happier since the
stability ball was introduced. She also stated Every student in the class is excited to try
the stability balls once the study is over. They cant wait to see what they are all about.
The students favorite part of sitting on the stability ball was the ability to bounce and sit
comfortably. The both felt the regular chairs were uncomfortable and they were learning
better while on the stability ball. Its easier to face in different directions to see things,
one of the students remarked. The comfort level compared to regular seats was obvious
by looking at the students postures. While in a regular chair the students displayed
mostly negative attitudes with their bodies. They were often observed slouching with
their arms folded and heads down. Once the stability balls were introduced, it was
amazing how quickly their shoulders were back and they were sitting upright in a much
more positive position.
Students felt less need to get out of seat and move around the room while on the
stability ball.
As was discussed earlier in the paper both students significantly increased their in seat
time while sitting on the stability ball. The teacher specifically chose these 2 students for
the study due based on their tendencies to get up and move around. Throughout the 2
plus weeks on the stability balls, neither student was observed getting up with any
frequency other than when directed by the teachers. One of the students mentioned
sitting on the ball is fun and keeps me from getting bored. They also commented,
bouncing gives me exercise and gets my energy out while sitting. The teacher was
pleased with the students in seat time. I have not seen them getting up at all while
sitting on the ball. They are always sitting on the ball, she said.

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Discussion
Going into this study I tried very hard to have an unbiased view. I wanted to look at
all perspectives. I was interested in what I saw, how the teacher would see things, and
what would sitting on the stability ball be like from a students perspective. Obviously, I
had an idea about what would happen and was hopeful it would be a positive experience.
There was also the worry that the stability balls would be nothing more than a toy the
students played with and had little or no positive effects. The worries quickly went away
once the stability balls were introduced to the students. Practically everything I had
hoped would happen did happen. What was most surprising to me was the speed in
which the positive changes took place. Within 5 minutes of sitting on the stability balls,
both students drastically improved their posture. The changes in posture were not
temporary, but rather stayed consistent throughout the study. Both students were seated
on a regular basis in a position that not only had positive effects on their bodies, but also
put them in a better mind frame to learn. Poor posture can lead to multiple physical
problems throughout the body, especially the back. Almost all the literature I reviewed
specifically about stability balls commented on the negative effects regular chairs had on
posture. My findings confirmed what the literature said. There was also evidence to
support my claims and findings that stability ball promoted good posture. The only new
information I gained was the speed in which the changes occurred. The effect the
stability balls had on the students postures alone can be seen as sufficient evidence to
use them in the classroom.
The findings on student behavior were also very positive. Both students were known
to get out of their seats and walk around the room during instruction and work time. This
often led to others being distracted and less quality work. They showed that with the use
of a stability ball many of the distracting behaviors seen by the teacher on a regular basis
went away. The large movements, which would arise often by student A, became
constant subtle movement while staying seated. This led to more effective instruction
and work time. By improving the behaviors not only were the students on the stability
balls effected, but the rest of the classroom students were effected positively as well.
Based on the literature, evidence was present that students with ADHD showed
improved behaviors while seated on stability balls. My findings went further than what I
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had read in regards to in seat time. Additionally, I was able to observe fewer distractions
to others while students were on stability balls.
The ability to improve the students focus was initially the main theme I was looking
for. While many other themes arose, focus was still played a major role in this study.
Literature suggested that the use of stability balls increased focus and on task behavior to
students, especially those with ADHD or Autism diagnoses. The findings gave strong
evidence that both students focused at a higher level while on the stability balls. The
results were faster and better quality work. The students displayed the ability to stay
focused and on task for longer periods of time. These improvements provide the
opportunity from the teachers perspective to implement more meaningful lessons and
educational experiences. From a students view, the increased focus and on task
behaviors lead to improved learning and confidence in the subject matter. What I take
away the most from the focus theme is that by using stability balls everyone is provide
with greater quality teaching and work time. That in turn leads to better academic
achievement.
Movement may be the greatest benefit I observed while the students were sitting on
the stability balls. Common knowledge and almost all research tells us that movement
during the learning process has positive academic effects. This claim was also supported
by every piece of literature I reviewed. In fact, the movement and academic
improvement correlation were overriding themes throughout the literature. The problem
is that most classroom teachers do not have the knowledge, experience, or time to
incorporate movement effectively into the classroom. So the question becomes, what is
an easy way that all teachers can bring movement consistently into the classroom?
Stability balls provide a simple intervention that promotes constant movement throughout
the day without disrupting the normal classroom experience. Both students were
observed to be in constant motion throughout the entire data collection period. These
movements provided an opportunity to get out the wiggles, strengthen back muscles,
and increase blood flow all while seated. All these results all came with little to no
distractions to the class. The opportunities showed improvement in the students
physically, as well as, the start of increasing academic achievement.
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Motivation is a theme that I did not look for, but that just kept showing up in my
observations. It was also a theme that did not stand out in any of the literature I
reviewed. This additional support for stability balls was both helpful and exciting. I
continually noted how happy and excited the students seemed to be on the balls. Not
only were they initially excited, the positive feelings continued well after the novelty of
the stability balls had worn off. It was also apparent that the other students were excited
about the prospect of using the stability balls in the future. Both students described using
the stability balls as fun and that the balls made the school experience better. In a time
where students are being asked to work harder than ever for longer periods of time,
school can become boring or repetitive. Any intervention that can be introduced, without
extra work or distractions to the class, that produces an increase in positive attitude
toward the educational experience has to be seriously looked at.
Overall what the research showed was that the use of stability balls in the classroom in
place of regular chairs has an overwhelmingly positive effect. The effects are not
singular. They span throughout the educational experience. From posture to focus to
movement to motivation, stability balls can produce positive opportunities and effects.
Stability balls are a simple intervention that can have extremely positive outcomes.
While more long-term research is needed to get a true sense of the academic scope of
improvement, current research shows that there is more than enough evidence to show
that stability balls have a positive place in the learning process.

Conclusion
To conclude my research, I am now more than ever convinced that by simply
introducing a stability ball into a classroom setting, the teacher and students will benefit
greatly. Going into the project I felt strongly about the benefits, but I certainly had
doubts in regards to the degree the changes would be. My research showed the changes
to be great not only from the perspective of the students, but to the teacher as well. The
teacher I worked with told me many of the other teachers in the school were actually
skeptical about my project even though many had heard about the use of stability balls. I
was thrilled to hear that by the end of the project, and after talking with the others about
the results, many of the teachers are now very intrigued by my project. This is at its base
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what action research is all about. Being a part of this growth in such a short amount of
time was exciting.
My suggestion to other teachers would be to make an effort to bring stability balls into
the classroom setting. It may not be practical to furnish an entire class immediately with
stability balls, but a phase in approach may work. The first thought would be to have
students with attention or behavior issues use the stability balls initially. Improvements
in their behavior may give teachers the evidence and support needed to push for more
stability balls. Being a PE teacher and coach, I have always had a strong belief in the
importance of movement. After the completion of this project, I am more convinced now
than ever before that movement can make a large positive impact in all aspects of
education. Whatever a teacher does in their class, I would highly suggest working to
frequently bring some type of movement into a students daily routine.
As I mentioned earlier, what surprised me the most about my project was the
immediacy of the changes. I felt there would be an extended period of time when the
stability ball was just a novelty. To the contrary, the novelty stage was almost non-
existent. The positive effects began as soon as the stability balls were introduced. This
made it easier to get effective data and to begin to see themes pop up.
This action research project was a perfect example of my personal Bildung. I went
into the project with all kinds of thoughts and knowledge about what I would find and
what I would do. But like all things in teaching, I was quickly in for a few new lessons.
My beginning wonderings evolved and became more specific to what I had passion for.
Many times I would look at the data in one light and then after taking time to think, I
would come back with new ideas. I have learned many new lessons about my
educational values. The idea that one piece of equipment could have an effect on so
many educational spectrums. While I often think of my lessons as student centered, I
need to look harder. Did I really take into account the students viewpoint? How many
times do we ignore what the student is going through physically while in a class? A
simple thing such as a classroom chair can have a negative effect on the school
experience, yet we never think of changing it. As teachers, we need to look at all aspects
of our students to gain a grasp on what works best for them. What parts of our teaching
process and environment are contributing to poor habits? Are there simple non-
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disruptive ways to help students achieve more? These questions and many more need to
be asked constantly as teachers. Its a never-ending process and one that requires focus
and passion. As I stated in my autobiographical narrative, My Bildung thrives on the
value of learning through various methods and looks to be an ever-developing process of
phronesis in my life. This project only solidifies that statement, and I believe has
strengthened myself as a teacher and a student.

























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