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EDUC 569A Action Research Progress

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EDUC 569A Action Research Progress

  1. 1. Problem of Practice: A Work in Progress Dan Bruner
  2. 2. The Problem <ul><li>Setting the tone of classroom management on the first day -- or period -- of school. </li></ul><ul><ul><li>How does one do it? </li></ul></ul><ul><ul><li>How to make the tone consistent with the rest of the year? </li></ul></ul><ul><ul><li>Any concrete methods? </li></ul></ul><ul><ul><li>Can it be done with any certainty? </li></ul></ul>
  3. 3. The Work So Far <ul><li>Identification </li></ul><ul><ul><li>Decided on the problem of practice based on my original feeling that classroom management was my biggest problem. </li></ul></ul><ul><ul><li>However, classroom management is too vague and too broad. </li></ul></ul><ul><ul><li>Where does the real problem start? From the first day. </li></ul></ul>
  4. 4. The Work So Far <ul><li>Research </li></ul><ul><ul><li>Investigated 8 articles from educators focused on classroom management at the beginning of the year. </li></ul></ul><ul><ul><li>Found many different techniques to improve the process, although not as many patterns as I expected. </li></ul></ul>
  5. 5. Action Research Progress <ul><li>Based on the information I found in the research, I began creating a lesson using many of these techniques. </li></ul><ul><li>Since the problem revolves around classroom management on the first day of school, my action research is not an ongoing process, but based largely upon a single lesson. </li></ul><ul><ul><li>If I could continually work on the problem over the course of several days with the students, then it would not be an authentic replication of the problem in the context of the school year. </li></ul></ul>
  6. 6. Action Research Progress <ul><li>The evaluated lesson will focus on a strategy I use often as the first assignment in the classroom </li></ul><ul><ul><li>Six word memoirs </li></ul></ul><ul><ul><li>Students write their life story in six words -- no more and no less. </li></ul></ul><ul><ul><li>I have created a detailed lesson plan outlining the anticipatory set, assignment, progress, and assessment used for the classroom period. </li></ul></ul>
  7. 7. Progress -- The Changes <ul><li>In order to enact change in the way I set the tone of my classroom management, I have adapted five key points from my literary research. </li></ul><ul><ul><li>Simplification </li></ul></ul><ul><ul><li>First Impressions </li></ul></ul><ul><ul><li>Physical Organization </li></ul></ul><ul><ul><li>Planning </li></ul></ul><ul><ul><li>Engaging Content </li></ul></ul>
  8. 8. Simplification (Emmer, Everett & Anderson 1980) <ul><li>To ensure that my process is not bogged down by uncertainty or complication, I have developed a set of key values and rules I believe to be the fundamental issues I want to be my focus. </li></ul><ul><ul><ul><li>1. Students should be “highly involved” with work. </li></ul></ul></ul><ul><ul><ul><li>2. There should be clear expectations for students. </li></ul></ul></ul><ul><ul><ul><li>3. Little time should be wasted and distractions should be limited. </li></ul></ul></ul><ul><li>4. The climate should be work-oriented, but relaxed. </li></ul>
  9. 9. First Impressions (Dorn, 1987) <ul><li>I have created a list of the qualities I want to exude as a teacher as well as the ones that I want to avoid in order to establish a positive relationship with students from the first moments. </li></ul><ul><li>Each one has an explanation and reasoning. </li></ul><ul><li>Example: Humor </li></ul>
  10. 10. Physical Organizational Devices (Palumbo & Sanacore, 2007) <ul><li>To allow for fewer inconsistencies, I have come up with various physical organizational devices for the students. </li></ul><ul><ul><li>Lined note card for each student to compose their memoir. </li></ul></ul><ul><ul><li>Transparency with a semi-detailed outline of the day’s plan. </li></ul></ul>
  11. 11. Planning (Roscoe & Orr, 2010): <ul><li>Detailed lesson planning, as mentioned before. </li></ul><ul><li>By having a complete, detailed lesson plan, less is left to chance and you become more able to respond to different possibilities. </li></ul>
  12. 12. Engaging Content (Edelsky, Draper, & Smith, 1983) <ul><li>In order to make the lesson enjoyable and reduce students’ acting out due to boredom, I focused on making it as engaging as possible. </li></ul><ul><ul><li>Story in anticipatory set. </li></ul></ul><ul><ul><li>Book that quotes recognizable celebrities. </li></ul></ul><ul><ul><li>Students allowed to write wholly about themselves. </li></ul></ul>
  13. 13. Setbacks <ul><li>Difficult to set up a date to actually teach a lesson when not currently teaching. </li></ul><ul><li>Lesson has been pushed back due to students’ Exploration Week as well as teacher’s meetings. </li></ul>
  14. 14. Self-Assessment <ul><li>Progress is good, but lesson yet to be completed. </li></ul><ul><li>To truly evaluate my movement toward the goal, I need to teach the lesson with these ideas in mind and changes enacted. </li></ul><ul><li>True test will be in my own classroom and will need to be slowly evaluated over the entire school year. </li></ul>