Inquiry Research Project

Laquisha Hackl

ECS 100 Lecture

September 19th

Title: Peanut butter and Jelly learning

Like everyone, my life began as a baby. My mom was my first “teacher” and for her at eighteen years old it was definitely a struggle to have a newborn on a low income budget. My real schooling did not begin until I was four, and that’s when, I started to attend Venture Heights Elementary school in Martensville, Saskatchewan. It was a welcoming school with a big planter full of flowers and trees in the middle of the entrance, students floating happily through the halls and teachers classrooms bright and vibrant. After being there for a while classmates became friends and teachers became our heroes, well, at least that’s the way I saw it. School was easy I did not struggle with it as much as other students and I loved being there. As school went on, feet began to get bigger, halls started to become smaller, and the big planter turned into a small tree as my eyes got older. In our preteens we lost our imaginations and best friends turned into our enemies. One story is an example of this. What I remember from this time in my life, is an innocent fight that; still to this day is not fixable. I had a crazy personality, bubbly and bossy a princess, you could say. Sometimes my being bossy set my friendships up to crumble. I also remember as middle years went on how it was hard to concentrate in a class when there was a lot of clique drama happening when the textbook was closed.

Another problem I feel that has robbed me of learning is when teachers would skip subjects. I had one teacher in grade 5 that chopped out the long division unit. Still to this day I do not understand it. I also remember my one teacher being so disorganized he lost our classes tests and we had to re write it.

However when writing this here for you today I am having a hard time thinking of school related stories that had to do with school. Most had to do with cliques and recess. Maybe the reason for this lack of school stories is because I didn’t struggle with school until I got to High school and University when I began to realize I was being limited in different ways of school success.

Compared to most elementary and high schools mine was very laid back. I could leave a class and not be punished or miss a test and write it the next day. I think this is a huge problem for future generations because even though I had good high school grades doesn’t mean I will get them now being intermixed with students who had more punishments and learning involved in their schooling. I also began to notice that my grammar skills are lacking. I still remember last year in university when I was called out for not knowing what a verb was and having to re learn everything I should have learnt when I was eleven.

Something that is also important to mention is what I call the peanut butter and jelly situation. In Martensville we have two elementary schools Venture and Valley. Venture was a newer school with newer teachers who were great however did not use as many tests and essays in work and many believed in a non-punishment classroom. Venture students were made more aware of diverse cultures and open minded thinking where Valley was the opposite. And when we collided in high school it was quite astonishing how the teachers could guess in assignments what elementary school we went too based on how we would write. This obviously is a problem when it comes to the drastic differences in the ways we were learning. And even though it’s great that we all think differently it made it extremely difficult to succeed when something was being taught the valley way versus the venture way. Like a peanut butter jelly sandwich its great having it together but if you’re only making the sandwich with the peanut butter the jelly is not going to know what to do. And that’s how I feel my peers and myself were affected by our schooling.

Schooling is something that has to be balanced it needs to be something where your leaning in many diverse ways, learning how to make friends, leave the gossip at the door and focus on your studies and be yourself which is something I wish I knew while I was in elementary and high school.




Limitations on Student Success

Laquisha SL Hackl, Education Faculty Student

University of Regina

ECS 100


Date: October 16th 2016



Student success can be limited by others in the classroom, bullying, close minded learning, classroom climate and learning styles. Bullying and social groups is something students struggle with on a daily bases whether you’re the victim or the instigator. This is something that is commonly on the minds of students, which can affect the results of learning in the classroom. The way teachers accommodate students in their classroom is a main problem in student success. If the teacher and other students are unaware of why themselves or students in the class are lacking this success, it is commonly over looked. In this paper we are going to look at why these common problems cause a lack of success and why they are overlooked on an ordinary school day.

Keywords: School, success, learning, bullying, social groups, classroom climate, students.

Success Is Something That Is Limited In A Classroom

“Success in a diverse classroom comes from a balance of student self-awareness and community acceptance of others” Beth Morrow the author of this quote was absolutely spot-on when it comes to student success. She like many has noticed how a classroom can bring on many boundaries that have to be overcome to reach this success. When researching a topic like this it is hard to find direct articles related to the issue success and how it is limited in a classroom. You come to school to get the best education not to be distracted. Today students are finding a hard time to reach the level of utmost success and find themselves falling through the cracks.

Success through working with others and seating arrangements.

In the Journal “From Distraction to Contribution: A Preliminary Study on how Peers outside the Group can contribute to Students Learning” Victoria Chen makes direct accounts to how students are affected by subtle roles in the learning environment and how they can enforce positive and negative student success. She demonstrates how seating, multitasking, social media, and working with peers can benefit and be a disadvantage on learning. She looked at peer groups in a classroom to be motivating and highly successful. In her research she found when not working in these groups they are limited and don’t have the chance to be open minded to new areas and ideas. In the conclusion of her work she found that teachers who do not use an approach of group work and seats students in rows does not help to benefit the student’s success as much as a peer aspect does.

The knowledge gained out of this paper was how seating and groups limits success in a classroom. It is concluded that without enough peer work and open mindedness towards others ideas, limited to individual study will cause a student to have lacking knowledge which will cause them to be less knowledgeable to others who have been in this kind of work setting. For myself working in groups was always more beneficial to me because I learned things I would have never learnt on my own which relates directly back to the article. “Peers outside student’s immediate group could have an influential role on the students learning and this should be taken into account when designing activities in the classroom” (From Distraction to … Students Learning). This is good information for future or current teachers because it shows them that success in a student can be helped though other peers outside their usual social group and how working with others in the class or through chats on the internet will give them perspectives they may have never considered.


            Bullying And How Prevention Will Create Success In Students.

Bullying causes many mental health problems in students across the globe. In recent years prevention against bullying has impacted our schools so we wouldn’t see this direct increase of bullying in our classrooms. In the study “Engagement matters: lessons from assessing classroom implementation of steps to respect: a bullying prevention program over a one year period” the authors make the readers understand that the awareness of bullying will stop the acceptance of bullying being okay in the classroom. This will leave students working again feeling less worried about social acceptance in the class. With their study they found that students who engaged more in school success were those who faced less bullying, a better school climate and awareness of others against bullying in the classroom.

Knowledge gained though this reference was a significant amount of data showing how making students aware of bullying helps not only the student’s success, but, also their success in recognizing it as a future problem. With this study based on the STR bullying prevention program (Steps to Respect) we know this would be beneficial to any classroom. Bullying will probably never go away but it can be minimized with awareness and acceptance of change within students. Studies show that when students are bullied in schools it affects learning and open mindedness throughout their education and lives. Lessons like this will help to recognize the bullying, improve communication skills and will help teachers be aware from students and bystanders notifying the teacher when it is affecting someone in the class. Studies from this research have proved that students feel safer in the classroom after they achieve this awareness, which makes them more successful towards learning; since they are feeling more comfortable in the class. With trust and support from their peers, students will be more engaged, and open in discussion and new topics being brought forth. A student will be able to succeed when their is more awareness and less bullying in their classroom.

            Mindfulness and Student Success

A mental state achieved by focusing one’s awareness on the present moment while calmly acknowledging and accepting one’s feelings. Thoughts, and bodily sensations. And can be commonly characterized by intentionality and non-judgmental observation of experience is what Matt Leland says will influence success upon learners in his paper on Mindfulness and Student Success. With Formal education being challenging and stressful for many students today; it is shown in Leland’s studies that mindfulness can be a positive success in any students lives. Leland’s expresses how any education institution can play a host to negative internal states that could and will usually lead to negative school and education experience. This negativity could and on many cases creates bad behaviors in the schools. Mindfulness can be a value to helping students be more connected members in a class.

Knowledge gained through his research was that Negative learned behaviors are taught in relations at school. Being mindful of this can help rewire responses towards negative actions like bullying or reactions against learning. In the United States more than 70 percent of students have experienced or witnessed bullying in the classroom. Mindfulness can be an effective means to addressing bullying in school was documented by Leland in his study. Mindfulness has been proven to nurture positive social skills by making students more compassionate, patient and generous. I have never learnt mindfulness directly however I can see how it could benefit a student because though my own experiences I noticed how it is important to be aware of my own positivity and staying open minded to others around me benefits me socially in Canada. Mindfulness should be raised more in our schools curriculum to help students succeed with social skills because this will impact their education for the rest of their student and future lives.

Success in the Long Run

The authors of the journal paper “Bullying affects more than feelings: the long term implications of victimization on academic motivation in higher education” prove how bullying can continue into college. They also discuss the knowledge on how many who are bullied are left with less of a chance to succeed or feel motivated to go on with future educational success. It has been proven that current victims of such bullying have lower academic scores than students who were not impacted by bullying in our school systems.

Knowledge gained though this study was that bullying in schools sets students up to have less self-esteem, achievement and motivation in the class. With low social support and high stress students will find themselves facing lower success scores because they are distracted by social problems happening in the halls or in their own mindset. This study sought to examine why this effects students after high school and it is appalling how many students carry on with the bullying baggage though the rest of their lives. At first in the study when faced with a question students answered no to seeing bullying in post-secondary. When the students were asked more detailed questions towards bullying they then answered yes on almost 80 percent of the occasions. Eg. (Is their bullying in post-secondary – answer: no?) (Peers have called me names – answer: yes) proving the first question related to bullying is now looked at as invalid in regards to the second answer. It was then also proven that students that answered yes to being called names were ones who lacked academic motivation. I believe bullying needs to be made aware in universities and all educational institutions because it continues past high school unnoticed. This is something that still affects me today because I had friends who were bullied and it is always in the back of my mind how it could be happening to other peers around me.


For anyone who looks at this study will find themselves understanding a new level of basis towards limitations and exceptional goals to student success. It is important to recognize distractions, create open-mindedness, to realize when someone is being affected by others, have positive mind, and not be influenced by negative behaviors. This study shows individuals ways to not become a victim to the limitations of success and how it can impact you in school and in life if you are.


Young-Jones, Adena. Fursa, Sophie. Byrket, Jacqueline. Sly, James. (2014). Bullying affects more than feelings: the long term implications of victimization on academic motivation in higher education. Pg. 185-199

Leland, Matt. (2015). Mindfulness and Student Success. Journal Adult Education, Volume 44, Pg. 19-23

Low, Sabina. Van Ryzin, Mark J. Brown, Eric C. Smith, Brian H. Haggerty, Kevin P (2013). Engagement matters: lessons from assessing classroom implementation of steps to respect: a bullying prevention program over a one year period. Pg. 166-174

Chen, Victoria. (2015). From Distraction to Contribution: A Preliminary Study on how Peers outside the Group can contribute to Students Learning. The Canadian Journal for the Scholarship of Teaching and Learning, Volume 6, Pg. 1-13



Laquisha Hackl

Ecs 100

James McNinch

Nov. 21st

My own Limits

My own student success was limited by others in the classroom, bullying, close minded learning, classroom climate and learning styles. I struggled everyday with bullying in my school and trying to understand the actions and consequences behind it, and I was constantly reminded of these daily struggles when I saw the effects it had on my grades.

I was limited and struggled with school usually at times of distraction. Usually when I was in class trying to focus, I would be  thinking about my personal issues and not listening. Since this happened a lot I was always re teaching myself outside of the class at times where I was less distracted. Styles of learning was also something not really addressed we learned mainly through language in High school differently than how we learned naturally and a more interperspective approach in my elementary years. Bullying and social groups is something I struggled with on a daily bases because I was sometimes being both the victim and instigator. Cliques and rumors were constantly on my mind, which affected my comprehension on certain subjects in the classroom. The way teachers would accommodate students in their classroom is a main problem in my own and my classmates student success. The teachers in my school did not understanding the hidden success limits like bullying even though they never saw it as limiting. In the paper there was a wide range of common limitations that are overlooked in the classroom and I believe it should not be that way!

This project showed me how to notice the boundaries in the classroom that are hidden. You come to school to learn not to be distracted, however, the list of distractions and limits to success is endless. Distractions can vary from seating and class environment to social media and working with peers. Some students might benefit from certain working styles while other students may be distracted.  In my research I found group seating is an asset to creating a great learning environment, yet so many teachers still seat their class in rows. If teachers were made aware of this study maybe they would see a better success rate. It has been found that working with groups will leave the students grasping new ideas they would have never thought of on their own.

Through this research I learnt how bullying will probably never go away, but, it can be minimized with awareness and acceptance of change within the students. As a teacher who grew up as both a bully and bullied in the past, I am able to share my stories and help others cope with information and strategies I wish I would of had in this time of my life.

I want to help the students recognize bullying and improve communication skills so that myself and other teachers will be notified when students are being affected by bullies. Studies from this research have proved that students feel safer in the classroom after they achieve bullying awareness, and I want this comfortableness and coping mechanisms to continue outside of my class.

Today I am still effected by what limited me in my previous schooling experience but by being aware it will continue to help me overcome limitations. I want to be a teacher who understands limits and will try to accommodate to students who are limited. My classroom will not be a perfect classroom, I will always have students who may feel limited and I will be their too try my hardest to target and accommodate to the unnecessary boundaries they are faced with.

When I become a classroom teacher I will try to have time everyday where the students can socialize. I had this from grades 6-8 and it was very beneficial to my class. I found that for me I was less distracted on cliques and bullying because I already had time to discuss and talk about things that were on my mind with my peers I only saw at school. School is a place where you see your friends and they can be a distraction because you would rather chat with them then learn and by having this time in the class it made the day easier and more accomplishable for me because when I worked on my work I wasn’t thinking about my friends because I got to do that already.

A professional goal I have for myself after this project is to make sure that I am aware of how I am a different learner and making sure I am aware that what works best for me might not be the best way others learn. This will be a challenge to myself daily because accommodating is hard if you are not aware of what you need to accommodate for!