Action Reseach
I looked at the eyes of 23 first graders and wondered. What can I do this year to help them gain the technology skills that will be successful in this global network we are creating and changing everyday? As I read Chapter One, “An Introduction to Action Research: It’s Not All That Complicated”, visions of those eager, wanting, and trusting eyes came back to me. I struggle year after year with the question: Are my teaching methods working for students. If so, how do I know?
Although the article was rather dry and clinical at times, I felt there were moments of inspiration and guidance that I can use in my teaching career. The quote by Stephen Corey was breath-taking for me. “Our schools cannot keep up with the life they are supposed to sustain and improve unless teachers, pupils, supervisors, administrators and school patrons continually examine what they are doing.” (p.18). That was written 47 years ago and we are still grappling with the legitimacy of research in education. We burden teachers with so many other responsibilities that it makes good teachers frustrated and bitter. I feel we have swayed so far over the edge of standardized testing that we run the risk of shutting out valuable teaching methods that reach many non-traditional learners. Yet if action research can be applied to many different teaching methods there is hope for those who do not “test” well and for true and genuine school improvement.
Action research promotes reflection and self-assessment (p 27). I was relieved that the article admitted that reflection was time consuming. I was trying to think of when would there be a moment of reflection in my day: maybe the shower at 5:30 am. But that would be fine if it is a time I could think through my teaching methods. Sometimes my best ideas and “a ha” moments are full of suds! No too scientific, but a beginning. Action research needs to be continuous and evolving. It gives us tools to help guide our teaching practices. I love that idea: every child is different and every person learns in different ways so we as educators must continually re-examine our technique so that we can look at those hungry eyes and say yes, I can help you understand.
Bibliography:
Glanz, Jeffrey. Christopher-Gordon (2003) “Chapter 1: An Introduction to Action Research: …” taken from the book “Action Research: An Educational leader’s Guide to School Improvement”.
Anne, I’m glad to know that I’m not the only teacher that finds the only time she has to reflect is while rinsing the soap out of her hair. I totally agree with the idea that self reflection is essential for a teacher in our ever changing world. Teachers are dealing with a new group of learners than they were when I was in high school a mere decade ago. Since then, internet has become the norm in most households; emails have become the chosen method of communication and students text more than they talk. I really believe this sudden growth in technology is shaping our learners in our class. If we don’t slow down to reflect on our teaching methods, we may soon become obsolete. I don’t know about you, but the idea of a real human teaching a class becoming obsolete scares me. Students gain so much from the day to day interaction in a classroom. We must, as educators, stop to self reflect and improve our practice. Just by using the idea of Action Research to jump start self reflection we have taken a step in the right direction. We have too much to offer and our students have too much to lose if we don’t.
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