Dr Hewilia Hetmańczyk-Bajer tested for her Ph.D. studies efficiency of TOC Tools. She worked with children of primary schools (9 ys). She proved that TOC Tools are efficient and help children to improve their behaviour - in variuos areas. Here is here presentation showing her reasearch in detail. Her work was done in Katowice, Poland. She works for Silesian University in Katowice (Faculty of Education and Psychology, Institute of Education)

2. International Education Program
for teachers, parents, school staff
and students, which helps to
acquire knowledge about how to
communicate
effectively, creatively solve
problems, create
a plan to achieve ambitious
goals, and take responsibility for
their own learning and
development.

3. -27-

4. A Cloud is a tool of thought Theory of
Constraints, which is an attempt to
find a constructive solution to the
conflict between the two conflicting
views or needs.
WANT
WANT
NEED
NEED
COMMON
OBJECTIVE

5. A Branch is a tool of thought, which
helps one to understand how a certain
action or behavior, the causal link
leads to a particular outcome.

6. The Ambitious Target Tree is a logical tool
for a clear definition of goals to be achieved
and to anticipate obstacles to the
implementation of the project and to develop
methods to overcome them.

7. RESEARCH ACTIVITY
Object of the research were
the social competence of third class
primary school students.

8. To what extent
the practical application of
the Theory of Constraints in
Education could improve the level
of social skills of third grade
elementary school students?

9.  What level of social competence represent
students in early school age?
 What is the knowledge of the teachers, about the
impact of their use of methods and forms of work
on the development of social skills of students?
 Is there a relationship between gender and level of
social competence of students in the study?
 Is there a relationship between factors occurring in
the family and the school and the level of social
competence of students in the study?

10.  Whether, and to what extent, the use of tools in the class
derived from the Theory of Constraints allows you to
achieve a higher level of concentration on the task in a
group of children treated with the experimental agent?
 Whether, and to what extent, the three logical tools,
„Cloud", „Branch" and "Ambitious Target Tree" result in
increasing the ability to cope with difficult situations among
third grade students?
 Whether, and to what extent, participation in classes based
on the practical application of the Theory of Constraints
helps to improve the skills of interaction among students in
the study?
 Whether, and to what extent, the practical application of the
Theory of Constraints enhances the ability to establish
contacts in the group of students?

11.  Whether, and to what extent, the three logical tools,
„Cloud", „Branch" and "Ambitious Target Tree" cause an
increase in empathy skills of third grade?
 Whether, and to what extent, the use of tools in a class
derived from the Theory of Constraints has an effect on
increasing the use of moral rules in a group of students
under experimental testing?
 Whether, and to what extent, the program of activities
designed for students in third grad raises social
problem-solving skills in a group of children?
 How surveyed students and teachers assess teaching,
using the Theory of Constraints?

12.  dependent variable index: social competence of
students examined
 independent variable index: author's curriculum
designed for third grade students using the Theory
of Constraints and its three logical tools - „Cloud",
„Branch" and "Ambitious Target Tree"
 detailed independent variable: sex
 intermediary independent variables: family
environment and school of the child

13. The main method that allowed an answer
to the research question was
natural pedagogical experiment
supplemented by diagnostic survey
method using questionnaires,
observation (systematic direct
observation), document analysis and an
estimation method (rating scales) and
sociometric techniques.

14. DIAGNOSIS OF SOCIAL COMPETENCE
OUTDOOR PERSPECTIVE
Criteria researcher Sheet observation of students
Criteria for the social
environment child, including:
criteria for teachers
criteria for peers
„Behavior in the Student Worksheet”
B. Markowskiej; CBI „Classroom Behavior
Inventory Preschool to Primary”
E. S. Schaefer’a i M. Aaronson’a
The questionnaire for the students
developed based on the classical
technique of sociometric J. L. Moreno;
diagnostic lesson plan using sociometric
techniques "Guess who?"
INTERNAL PERSPECTIVE
Criteria for the child
(self-esteem)
"Questionnaire to survey students'
sense of social competence"

15. 1. The questionnaire for teachers integrated learning (September
2009), which aimed to:
 determine the level of social competence of students of classes I
to III;
 learn the knowledge of teachers, about the impact of methods
used by them working on the development of these skills;
 to choose the school in which a pedagogical experiment can be
naturally carried out;
 emergence of a targeted group for the pilot study.
2. Developing lesson plans created on the basis of training: Using
TOC tools in education and upbringing (May 2009) and based on
the assumptions of the latest general education core curriculum
for primary schools.

16. 3. Pilot studies conducted from October 2009 to
February 2010, including the following:
 pretesting performed using a diagnostic survey,
selected scale assessments and sociometric
techniques;
 conducting classes of third grade students to pre-
test the effectiveness of three logical tools Theory
of Constraints and assess the suitability of the
scenarios in terms of the methods;
 posttesting implementation using the above
methods and techniques, and provide an initial
analysis of the quantitative and qualitative results.

17. 4. Study documents third grade students, such as
newspapers, classrooms, work sheets, portfolio, or
folders of student work, opinions issued by the
teacher and the school psychologist or psycho-
educational counseling, as well as questionnaires
completed by parents surveyed students about the
situation at home, relevant to determining the
experimental group.
5. Exploring a sense of social competence of students
in the experimental group using the "Questionnaire
for research students a sense of social competence",
to carry out an initial diagnosis of the individual
components of social competence from the
perspective of the student.

18. 6. Natural pedagogical experiment carried out in one of
Zabrze' s Primary Schools (September 2010 - January
2011) at a frequency of once a week for 60-90 minutes
(about 2 lessons), which included the following:
a) carrying out pretesting the form:
- „Behavior in the Student Worksheet" B. Markowskiej,
which for the purposes of own research was in part I
modified and expanded to include questions about your
child's academic progress. The purpose of the sheet is the
following:
 characterize the family environment and school students
in the study and their physical and health (the first part of
the questionnaire);
 determine the degree of socio-emotional functioning of
the children and the types of possible behavioral
indicating lack of social skills (the second part of the
questionnaire).

19. - "Classroom Behavior Inventory Preschool to Primary„ E. S.
Schaefer'a and M. Aaronson'a in the development of Polish J.
Rembowski aimed at:
 show the level of social skills of pupils involved in
experimentation on the basis of their degree of adaptation to
the group and the requirements of the school.
- Sociometric tests using the following techniques:
 J. L. Moreno classical techniques to determine the level of
interpersonal relationships and emotional tasks;
 perform diagnostic activities using sociometric techniques,
"Guess who?", which allows for the application of the childs
social competence based on his or her popularity in the
group. Also used to determine the consistency and
compactness of the group, the degree of integration and
insight into the social situation of the whole class;

20. b) implementation of proprietary curriculum that uses the practical
application of the Theory of Constraints tools in the experimental
group;
c) conduction of direct observation in the classroom using three
logical tools in working with children;
d) conducting posttesting by the above-described „Behavior in the
Student Worksheet", "Classroom Behavior Inventory Preschool to
Primary" and sociometric techniques, designed to show changes in
the level of social skills due to deliberately taken action, the
implementation of the program of activities in a sample of third
grade;
e) analysis of quantitative and qualitative results of pedagogical
natural experiment using statistical methods.
7. Carry out a quantitative and qualitative analysis of the results of
research, verification of hypotheses, draw conclusions and
formulate generalizations.

21. Implementation of the author's program of classes, in
which the aim is on learning how to overcome the
difficulties encountered by children, to overcome
conflicts, to predict the consequences of events, as
well as how to plan small projects, IMPROVED SOCIAL
FUNCTIONING OF STUDENTS, as evidenced by the
results of Student t tests for result of the global
"Classroom Behavior Inventory Preschool to Primary".
There are very significant differences in the results of
global pretesting and posttesting and thus confirmed
the change in the level of expression of the social
competence of students surveyed.

22. RESULT
GLOBAL
mean standard
deviation
t df p N
pretesting 23,61111 22,25730
posttesting 34,80556 21,31642 13,7625 35 0,000000 36

23. The changes in the behavior of children in
particular have been shown in:
 terms of the degree of coexistence and
interaction skills with peers,
 build empathy, tolerance,
 shaping behavior,
 recognize the differences and similarities
among people,
what has been achieved mainly thanks to the
introduction of "Cloud".

24.  "Ambitious Target Tree" also has
contributed to the formation of specific
bonds among the children who came to
class themselves physically and
emotionally.
 Thanks to implementing three logical
tools it was possible to lead to a stronger
self-esteem and perception of its
strengths, especially in the case of
students with disturbed behavior, who
much improved ability to deal with
difficult situations.

25.  Interactions with three logical tools need to improve
the ability to cope with difficult situations among
third grade students.
Results of t-Student tests - anti-social behavior (pretesting)
in relation to anti-social behavior (posttesting)
„Behavior in the Student Worksheet"
ANTI-
SOCIAL
BEHAVIOR
mean standard
deviation
t df p N
pretesting 32,75000 10,42353
posttesting 30,02778 8,37509 6,072366 35 0,000001 36

26. It turned out that the number of people who
react in an aggressive or passive and
retreating to the difficulties encountered,
such as conflict or a presentation to the
class. Strongly decreased the increase in
ability to cope with difficult situations
confirm the results of direct observation, as
well as a statistically significant lower scores
"Behavior in the Student Worksheet " anti-
social behavior scale (see table above - slide
25) and inhibition of emotional (see table
below - slide 27).

27. INHIBITION
OF
EMOTIONAL
mean standard
deviation
t df p N
pretesting 31,11111 8,063242
posttesting 28,36111 6,655407 6,630380 35 0,000000 36

28. Author's program of activities designed for
third-grade students contributed to
increasing social problem-solving skills in
the group of children. In this case, the
"Cloud" has proven to be a particularly useful
tool in the group treated with the
experiment. In the final phase, carried out
series of classes, almost half of the sample
class began to notice that it must give up its
needs, and the conflict was not associated
with a loss to either side.

29.  Taking educational and corrective in place for
students already in early school age in the area
of socio-emotional development should be a
priority task of educators and teachers.
 Teacher should have knowledge about various
socio-emotional disorders and deficits in the
expression of social skills, the ability to
recognize them and appropriate treatment of
such children.
 Selection of appropriate methods and
techniques for working in a great deal decide
the future career of children in school, and in
some cases even later in life.

30.  There is a need to take account of such
activities in the annual plans of work with
students in the early school age.
 Theory of Constraints tools may provide a
supplement and enrich the ongoing content,
and do not require separate lessons.
Satisfactory results of research in the
proceedings, leads to increased use of these
tools in the integrated classes. Equally it may
be fruitful to use these tools for introducing
concepts, analysis, reading, or discussing the
social and emotional problems, which every
day struggling students at a younger age
children and their older colleagues.

31. THANK YOU
FOR
ATTENTION
Dr. Hewilia Hetmańczyk-Bajer
University of Silesia in Katowice
Faculty of Education and Psychology
Institute of Education
Poland
e-mail: hewilia@interia.pl