Title of Article
Teaching With a Purpose in Mind:
Cultivating a Vision
Name of the Journal The Professional Educator
Volume Volume 37, No. 2
Year Published Fall, 2013
Name Sabrina Binti Hj Mohd Ali
ID Number 2013374123
This article begins by presenting a few findings from other literatures that shows
recent educational reform at an alarming rate, i.e. pressure on educators proven
has failed many of the nation’s students. Therefore, curricular changes were
accused to limit teacher’s instructional decisions. Studies provides understanding
about teaching practice and to suggest research of one’s classroom practice,
educators will accomplish their vision and continue to grow.
This article continues with the explanation that the discovery of self-study
research project as a way to explore a vision of teaching prior to frustration with
district and principal’s efforts on education policies.
The author determined to explain the relationship between foundational variables
and students. Even though this research begins as a course assignment, it was
extended later to further examine on how to enact the author’s vision despite
teaching in a restrictive climate.
The author then focuses on practices and the reaction to literacy activities in the
classroom. Additionally, the author modifies the curriculum based on her vision to
meet the needs of students. The aim is to generate ideas in the classroom.
2. A description of the methodology
The Author adopted self-study at University in the southeastern part of the United
States. The setting for this study was a K-5 public elementary school. A total
number of thirteen out of eighteen students in the classroom were interviewed
based on parents and student voluntary consent. All of the participants were sent
home a letter about the research project.
The author came up with three major questions in this research, considering all
possibilities responses to gather comprehensive information as below:-
i. What were the salient dimensions of my vision?
ii. How were classroom activities structured to meet this vision?
iii. In what ways did my students experience literacy (both their practices
and their responses) as my vision was enacted?
A journal was used to record all classroom activities during her school year. It has
been addressed author’s vision and goals in her classroom event. This study
allows Students participated in a variety of literacy activities, such as creating
books, peer and individual reading, collaborative story making, and listening to
Development Reading Assessment (DRA) (Beaver, 2006), is used to measure
students’ reading progress. Participants were interviewed concerning their feeling
and beliefs about their literacy such as:-
What was your favorite part of a reading?
What part of reading in school was your least favorite?
What part of the reading was your favorite? Why?
What is the best way to teach someone how to read? Why is that the
These questions were adapted from the Reading Attitude Survey (McKenna,
Kear, & Ellsworth, 1995). Interviews were transcribed and coded for related
themes. Such qualitative analysis of both reflective journal and student
interviewed to provide a richer understanding of the participants’ perspectives
(Creswell & Creswell, 2007).
The data analyzed using grounded theory approach (Glaser & Strauss, 1967) to
examine the relationship between the research questions (Author’s vision) and
students' practices and responses. Involving a research theme, consist of two
professors and Author will read journal and transcripts individually. Theme related
will be recorded and collaboratively discuss in interviews. Students’ responded to
(1) the creation of space, and (2) the ways students used reading as a tool. Both
these themes relate to teaching practice.
The author has examined very young students participate and perform in reading
activities. This leads current study and observation/interview on first graders
reaction to literacy instruction or activities. This exploration helps to contextualize
Author’s vision within the classroom.
This data collection presented from three quarter student in the classroom. A
study was carried with interview and many activities participated by students.
Students Assessed with reading skills and progress. Considering students'
interest, opinion, dislikes, feelings, beliefs are used to help provide a richer
understanding of the participant’s perspectives (qualitative analysis).
These data collections can contribute to an understanding about good teaching
practices. Moreover, it is to prove a practical literacy in one’s classroom, enable
to sustain their vision and continue to grow. In contrast, study found stressing
prescriptive literacy programs restrict teacher’s autonomy and creativity, it has
generated bad and unsuccessful impact on student achievement.
Reading is another tool contributing to build students' literacy skills. It is an
effective way to connect their interests to various texts and discovered how
authors and titles supported their development of interests. Through literacy
activities, students had the confidence to shape and reshape reading activities
into meaningful achievement.
In my opinion, allowing student participate in classroom; can improve the student
in many ways. This classroom management approach shows a positive effect on
students' learning and the environment. Dedicated vision teacher, even with any
obstacles and unmotivated students, can be successful.
4. Discussion of Implication
The finding shows author, is confident in her vision for teaching literacy,
Students become empowered - meant literacy review will help to develop
confidence in literacy skills while supporting students’ emotional growth.
Develop literacy skills at their own pace; and
Engage in real-world - Creating multiple opportunities for all students to
collaborate with one another and engage in meaningful activities.
In short, the finding shows, teachers’ strategies and activity responses are as
They enjoy and love reading
Promoted the development of new interest
They could read aloud to their friends
They could share it with the classmates
Have confidence to shape and reshape literacy activities
Could use others words into own stories
The data analysis technique was appropriate for the study and has provided
answers to research questions. The students had excitement and use their
creativity to contribute ideas and make the classroom activities successful. It is
proven, flexible curriculum help student to explore. A teacher must be given more
space to develop and teach according to their visions.
However, there are some limitation such bias, decision by sole researcher,
conclusion based on course duration of one year, student’s maturation effect and
the flexibility of the curriculum could change the findings. In my opinion, this
study should include parents' feedback at home. I belief, parents are the main
factor contributing to the students' character in the classrooms. Perhaps, parents
could play a role to support the teacher's vision about their children and teachers
as an important person in the classroom could possess more clear vision on how
to influence students.
The findings also suggest that teachers should structure more engaging varieties
activities so students have multiple opportunities to learn and develop according
to their individual needs. Although it is difficult to associate with any teacher's
vision, it's proof the teacher is the most important factor in the classroom.